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First, create a new post and put your name in the Subject Line.

Then, add an example of a support, routine, or norm that you use in class discussions to help students practice having formal academic conversations during collaborative work.

Or use Project Zero's Core Making Thinking Visible Routines to share one that you would be interested in trying out in your classroom.

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The language of the student objective is always related to everything the students write in class. If there are questions for students to turn-and-talk about, the objective is always present.

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⇨ Students will be able to determine an author’s implicit purpose as well as analyze claims and supporting details to assess the strength of an author’s argument

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SWBAT: analyze the speaker’s rhetorical choices with evidence and reasoning

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LO: I can find the area of a circle.

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Understand the role Monks and Friars had in preserving the teachings of Jesus Christ during the Middle Ages.

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Learning Objective: Analyze how interest groups influence public policy.

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SWBAT support a claim by finding connections between a fiction and non fiction text. They will demonstrate their understanding by composing a paragraph that includes direct evidence from both their fiction and non fiction text.

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SWBAT compare and contrast the structure and function of DNA & RNA.

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Learning objectives: To learn how to use the molar mass to complete numeric problems.

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My objective is to pre-assess what students are able to write when a writing prompt in English is provided. 

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My objective is to pre-assess what students are able to write when a writing prompt in English is provided. 

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The student will use stem-changing verbs in preterite tense writing sentences in Spanish.

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Today i will participate in the Riddle Race to explore the cause and effects of the Great Depression

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Students will be able to write clearly, concisely, and respectfully in a variety of workplace environments (CWSP Standard).

1.1. - Write a Professional Email

1.2. - Taking professional notes

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Students will be able to understand the quotient property of exponents and apply the quotient of powers property to write equivalent expressions.

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Procedures:

-turn and talk

-successive pair shares

-lines of communication

Supports before convo:

-Think time

sentence frames

Conversation protocols:

-What I heard you say

-I respectfully disagree because

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I explain the instructions, then vocabulary, and give an example

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Students will be able to complete the short read on Sunday Gospel, Mark 16:15-20. Apply Gospel to personal life.

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Students will be able to use strategies to approach academic/scholarly sources and identify key information.

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Take out class materials (notebook, calculator, pencil, etc) and write class objective down.

Pass out guided notes. See attached.

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Chapter 7 – Exponents & Exponential Form

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Work in partners

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Start defining Chapter vocabulary. Use Quizlet to review definitions. Explain the vocab by giving examples.

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Math groups

Turn and talk

My favorite Mistake

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I can explain what happens to objects before and after a collision through the use of the law of conservation of momentum.

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Completing practice problems as a group and discuss it in class.

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Review exemplary example, provide clarifying notes, success criteria, & potentially provide graphic organizer w/ sentence stems if the text is a "stretch", spanish copies when needed.

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Objectives are written either from student perspective (I statements) or teacher perspective (SWBAT)

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2 Reads - first read is independently done and text is independently annotated (unfamiliar words, main ideas of each paragraph), second read is done as a group (taken paragraph by paragraph, group annotations and defining of vocab)

Given writing prompt - prompt is dissected as a group, sentence frames are given, it is stressed that annotations are to be used to facilitate/support writing , time to work on it is given

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turn and talk

Write on the board

socratic seminar

peer grading/rubric

Think, pair, and share

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We do a lot of class thinking and brainstorming to generate ideas. I provide a lot of graphic organizers for students.

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1) sentence stems 2) examples of well-written thesis statements, claims, and reasoning/analysis. 3) examples of thesis statements, claims, and reasoning/analysis that need improvement. 4) rubric

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Sentence starter frames

Collaborative feedback

Spanish to English translation(Google)

Clear directions with Writing Rubric

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*in the melody of Black Betty*- ChamBaLamb

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*in the melody of Black Betty*- ChamBaLamb

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Scientific sentence starters on how to analyze/discuss certain topics or subjects.

Word banks

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Ms. Rachel comes to class and supports students who need help one to one or small group

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Sentence starter

Short Read

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Provide a draft outline and evidence document to scaffold essays.

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Currently CWSP has students write a brief summary of their day at work. What they did that day, what activities did they complete, etc. Each student is allowed to write as much as they want. However, for next year I think it can be better structured if we provide students with 5 Prompts, such as: What was a positive thing that happened today? What is something new that you learned? What is something you did not feel confident about today? etc. and student can pick two prompts to answer. This will help with more direction and scaffolding for each individual student.

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Turn and Talk

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Think-Pair-Share

I Used to Think....Now I Think

Debate's

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When students respond to a question in a very colloquial way I ask them to rephrase in a more academic way.

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Pair and share

Cold Calls

small groups

four corners

cross the line

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How do you solve a problem like Chambers?

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How do you solve a problem like Chambers?

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Turn & Talk

The power of asking someone to explain or elaborate.

Jigsaw Groups

Asking students to restate the purpose of any activity before we start

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This is an area that CWSP needs to improve - Having students discuss work place best practices with each other in a learning environment.

Open to suggestions.

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Active listener

Questions

Feedback

Small groups

Partners

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Discussion Stems:

I agree:

I feel the same way as [Student] because…

[Student]’s statement about X is true. Another example that confirms this is…

X is very interesting. This also relates to Y because…

I disagree:

I question your statement about X because…

My thinking differs from [Student]’s in that…

I have a different interpretation. Here’s how I read it…

These are new for my classroom so if anybody has any suggestions, I'm all ears. :)

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Partner talk with pre-arranged partners, pre-determined question, (2-3) sentence frames, cold calling used to decide who adds to class discussion (and after two people are asked to go usually I get volunteers)

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Thank you for your inputs!

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One similarity is... One difference is...

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What Questions, Comments, Concerns do you want to articulate after reviewing the Focus of our Professional Learning and Team Work for the upcoming years?

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First, create a new post and put your name in the Subject Line.

Then, add an example or describe a class routine that supports students in writing for your class. You can link an example, describe in words, or include an image.

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First, create a new post and put your name in the Subject Line.

Then, add an example Learning Objective that you are planning to share next week so that we can compare how we write these objectives across classrooms.