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Reading and discussing chunks at a time. To gain an understanding of small pieces at a time.(especially in AMPLIFY).

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Working in breakout rooms to discuss with other students.

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Working in breakout rooms to discuss with other students.

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Brainstorm ideas together.

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discussions during read aloud, opportunities for discussions or debates on topics

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discussions during read aloud, opportunities for discussions or debates on topics

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Asking questions during read-alouds both for comprehension and discussion, sharing/modeling my own thoughts and questions as we're reading, discuss meaning of unknown words using context clues, pointing out similar themes, plot, characters with other texts we've read

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Asking questions during read-alouds both for comprehension and discussion, sharing/modeling my own thoughts and questions as we're reading, discuss meaning of unknown words using context clues, pointing out similar themes, plot, characters with other texts we've read

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I agree, it is important to allow students the opportunity to think out loud,  exchange ideas, to develop their writing.

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I agree, it is important to allow students the opportunity to think out loud,  exchange ideas, to develop their writing.

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Students share ideas orally for writing (brainstorm). Use of an organizer to organize events for both oral and written ideas

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I encourage a lot of student discourse in lesson activities and utilize discussion strategies such as think pair share, turn and talk, etc..

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I encourage a lot of student discourse in lesson activities and utilize discussion strategies such as think pair share, turn and talk, etc..

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Gillespie: When I am preparing a writing task for students I try to pick topics they can relate to or may have strong opinions on to produce more thoughts. I also try to present texts that offer guidance on how to structure or express thoughts. 

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Gillespie: When I am preparing a writing task for students I try to pick topics they can relate to or may have strong opinions on to produce more thoughts. I also try to present texts that offer guidance on how to structure or express thoughts. 

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See all the wonderful things Anna Kolanczyk-Olech has made

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I allow my students to talk their ideas out with each other and try to gain an understanding together rather than me ALWAYS explaining and teaching. They learn from each other just as much as they learn from me.

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See all the wonderful things Anna Kolanczyk-Olech has made

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"... all people learn best when they are within what he called the Zone of Proximal Development for any given skill. This zone
is the cognitive region where they cannot yet perform a given skill or set of skills independently,
but can perform successfully with the guidance and help of a teacher/coach..."

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For many of the struggling readers preteaching of vocabulary with visual supports is effective along with providing some background knowledge of the topics being discussed before even exposing them to the text.  Given that time to orally express ideas and gain additional understanding can allow them to more efficiently verbalize

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For many of the struggling readers preteaching of vocabulary with visual supports is effective along with providing some background knowledge of the topics being discussed before even exposing them to the text.  Given that time to orally express ideas and gain additional understanding can allow them to more efficiently verbalize

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In breakout rooms students talk with one another and/or a teacher about their idea.

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In breakout rooms students talk with one another and/or a teacher about their idea.

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I don't think this is anything that we as ELA teachers don't already know. Of course remote and eventual hybrid poses a new set of challenges with oral interactions. One of the disconnects of course is the chain from reading to discussing to writing in when students are receiving grades that are separated as such. Using Socratic seminar, long table discussion, off the wall, etc... are ways to promote the use of conversation. The challenge is organizing them into the academic forms of writing, especially if we are assessing on knowledge. 

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I don't think this is anything that we as ELA teachers don't already know. Of course remote and eventual hybrid poses a new set of challenges with oral interactions. One of the disconnects of course is the chain from reading to discussing to writing in when students are receiving grades that are separated as such. Using Socratic seminar, long table discussion, off the wall, etc... are ways to promote the use of conversation. The challenge is organizing them into the academic forms of writing, especially if we are assessing on knowledge. 