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Paraphrase Passport

When looking at the Antebellum Period students were shown an image of plantations that was portrayed to the North as new states were forming. Then students were shown actual pictures of life on the plantations. After a large group discussion on comparing the "ideal" version of plantations versus reality, students partnered with their seat buddies and shared their interruption of the "ideal" plantation versus reality and explained how the North would truly feel about slavery if plantations were depicted accurately.

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Three Reads

We utilized the three reads strategy for reading math word problems. I set it up in a pear deck where we read the word problem. Each round they had something specific to look for in the word problem. Students were able to share in a no confrontational way and as the teacher, I used those comments to start the discussion. After the three reads, we used the CUBES strategy to annotate the word problems on paper. Students were able to discuss later what of these strategies were most beneficial and if a combination of the two strategies would be helpful with word problems or not.

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Three reads works well for my students as sometimes repetition is what they need to process the information that is being taught.

In math, turn and talk helps with new concepts and determining that many students are confused on the same concepts of steps in math.

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My algebra class was having trouble with linear equation word problems. They couldn't decide which type it was so I compared it with CUBES. Then we concentrated on the actual question and paraphrased the problem; identifying only the information needed to decide which type of word problem it was. Currently we are working on a relay race activity where they have to talk with their team and identify the type of problem. They each take a turn reading the problem and then as a group paraphrase it so that they better understand what type of problem they will need to solve.

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I used the rally table to implement student discourse to improve our understanding of the standard about the relationship of gravity in our solar system. I had the students work with their tables to do a rally group and gave them a time limit. It was fun to see them grasp the concept and think outside the box with coming up with new relationships between gravity. They also had fun doing it since it seemed to be like a competition. I believe the more times I implement it, especially before or after a lecture it will become easier and more efficient! I enjoyed doing this and it helped the students connect to a difficult, more concept topic.

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Thesis Throwdown: I had questions prepared for my students that were debatable - everything from "is torture ever acceptable" to "does pineapple belong on pizza". Students had two minutes to come to an agreement in groups about their stance on the question, then write a clear thesis statement with two reasons that could be proven with research. At the end of each two minute round, each group shared their thesis and we evaluated them as a class to make sure they met the thesis criteria.

Socratic Seminar: Students were given a question to research over the course of several class periods. They were also tasked with crafting critical discussion questions related to the topic that they could pose to their classmates. During the Socratic seminar, students discussed the topic, then asked their questions to the group. This allowed for rich discussion among the students.

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After a mini-lesson, my students used Thesis Throwdown to practice writing a thesis statement. They were placed into groups of four, assigned specific roles and responsibilities, and selected a topic. They talked about the topic (and their different opinions) and collaborated with each other to write a thesis statement. Also, they did research about the topic to enhance thesis statement. It was GREAT!

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Three Reads:

We had two texts (one with few text features and another that was a brochure with many text features). We discussed how text features and the text structure of a document can really help to navigate the text. This was in Social Studies. The kids did wonderfully bring their knowledge from ELA into SS. Their comprehension of the information was much better too (evidence: Their answers to the comprehension questions were of a better quality than what is usually submitted to me.

We did this across two units on different days with documents relating to two different topics/themes.

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I implemented rally talk multiple times in my classroom. I used it as an opener to our space unit by simply asking them to write down one word at a time about space. I then used it as a reinforcement activity in which I had them write down a phrase or sentence about gravity. The reinforcement activity was after notes and a classroom lesson had been presented on the topic. The students seem to enjoy it because we make it a competition to see which group can get the most information down and it gives them a chance to "talk" without having to be heard by everyone in the classroom. The phrases and sentences activity allowed me to see who has a strong understanding of gravity and who might need more assistance.

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My students used Turn and Talk and Think, Pair, Share during various activities over the last month. It does increase engagement for most students, but there are still those who are so timid about speaking to others that getting them to talk to their partner is like pulling teeth. I am interested in strategies to help those students come out of their shells.

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When we take notes in class, I always begin with a prewrite about what they may already know about the topic. After they have a couple minutes to write their thoughts down, I then have several students talk about the topic and they build off of each others conversations rather than just repeating what the previous student says.

We also completed a reading in class. A student would read aloud a paragraph, then I called on another student in the class to summarize/pull out key information.

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Cook

We completed a three reads strategy for writing equations when solving word problems. We used padlet to complete the activity. Students were very engaged in the lesson and it helped them to picture what the story problem was about. We then moved to the question and related the question to the variable. After we then found the words that were needed in order to understand how to solve. This has been one of the more successful strategies becaues it got them started with understading the word problems and not require too many steps. As we continued with lessons the students were able to take this understanding to one read but pull out the important information in order to create an equation and then solve.

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I used the rally table to implement student discourse to improve our understanding of the standard about the relationship of gravity in our solar system. I had the students work with their tables to do a rally group and gave them a time limit. It was fun to see them grasp the concept and think outside the box with coming up with new relationships between gravity. They also had fun doing it since it seemed to be like a competition. I believe the more times I implement it, especially before or after a lecture it will become easier and more efficient! I enjoyed doing this and it helped the students connect to a difficult, more concept topic.

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Rally Robin - 1st time used one-on-one on first day of Constitution unit; 2nd time was implemented as a warm-up at the end of the unit - students were were paired up and had to rally terms about the Constitution they had learned - they rotated 2 more times - with 2 minute intervals. Students began using terms from their partners that they had forgotten about and needed reminders about - worked well as a warm-up or closure.

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I used think, pair, share. The students were brainstorming for their TDA assignment. They had to share words that created mood. They had to explain how each word contributed to the mood.

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My students completed Cornell Notes in response to a passage about Asia's Natural Resources. I gave students a 15 minute period to complete their sections of the notes based on the article. They were then grouped into groups of 4 and were given 3 minute increments to teach their groups about their own sections.

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I used a version of chalk talk with error analysis. The students did a gallery walk and analyzed various two step equations. They commented on the errors that were made and then corrected the problem. I had to front load some vocabulary terms and I also modeled explanations using key vocabulary terms. As I walked around I questioned students to help them be more specific in their responses. I believe this will become a more effective strategy the more I do this in class.

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I have really enjoyed implementing the rally robin strategy. I love to see how students sharing their ideas turns on the lightbulb, especially from the quieter students. Rally robin seems to give students the confidence to share their ideas and not feel as if there is a single right or wrong answer. I used rally robin in conjunction with breaking down math story problems to identify key vocabulary terms. This really seemed to benefit them when they went on to independent practice.

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I used the Conversation Cornell Notes strategy with my class. Students read a text in small groups and had to highlight the main details for the titles in bold black print. There was a focus on supporting details for each of the main points.

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Rally Robin-The students were given a writing prompt. They answered the prompt in their notebooks and then we discussed the prompt as a class. After the discussion, students were allowed to write their thoughts and opinions on chart paper. This allowed for meaningful conversation with many students. They used their prior knowledge from social studies to answer the prompt questions. I like this activity and will use it again! Lokey

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Let's Mingle

Students rotated through a series of questions and when they were given the signal they had to stop and partner up and share how they solved the problem and provided each other with feedback.

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My students participated in a modified version of the "chalk talk", using error analysis for one-step equations and inequalities. Students were given math-specific vocabulary words to include in their conversations, and written explanations. They then had to work together on finding the mathematical error, and determining the correct solution. Then, they wrote down their strategy for solving the problem.

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Rally Round Robin and students really got into talking about the content that they were going to present and then have students take turns learning about the other content subject as well adding information

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Gregory

We completed a Chalk Talk. We are currently writing our first extended written response, and I wanted to make sure students had strong evidence to support their thoughts. We each wrote a piece of evidence on a stick pad in small groups, and then travelled around the room giving peer feedback. Students were asked to either write that the evidence strongly supported and why OR that the evidence could be improved and for what reason. It made my students stronger at reflecting on their own work and verbalizing WHY certain evidence works or doesn't work for a certain task!

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I present current events in science and ethical issues and have the students post them on padlet first thing every day. Then we take a couple minutes going through them and discussing or clarifying what is said. Every post counts. full sentences and full thoughts are mandatory.

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I have implemented three reads. The students read the information and look for unknown vocabulary to check for understanding. Then, they read the information different times and were able to read the questions given. They used some note-taking to answer the questions based on the reading.

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I implemented the Chalk Talk method with my 6th grade Therapeutic Toy project. Students went from table to table reviewing the groups design drawings. They used yellow and red post notes ....pro/cons. Then they rotated to each group. Class reflection on the comment occurred after the rotation period.

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We participated in three reads however we did it visually. I had students look at an image of starry night and then I went to a slide with questions about the image. When we then revisited the image and discussed what we saw now. Then to a new slide with new questions. And back to the image for a third time. Students saw different things each time that were new and the slide to a question in-between helped remind them of the vocabulary words.

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Rally Robin/Rally Table

Students formed groups of five and discussed the components of fitness and activities they use in their daily activities. They also learned new activities to implement in their daily activity logs. Flexibility was the most difficult one, but we told them to be specific in their answers for this category.

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We used the Rally Robin to discuss various fitness structures that we implement daily in our physical activities. We had students form groups of about 4-6 students and take turns coming up with activities that promote: Cardiovascular Fitness, Muscular Strength and Endurance, and Flexibility. Students seemed to have a good time coming up with the various activities that promoted the topics! It was a great way for the students to share their knowledge!

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Stronger and Clearer Each Time.

Students were given a vocabulary word to define. Some students struggled. Students shared with a neighbor, then refined their definition. Students were instructed to share with a different neighbor and again refine the definition. Students were instruction to share with a third neighbor, and again refine the definition. Students with more knowledge about the topic were able to help students with less knowledge.

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Let's Mingle:

I introduced the activity, described what "mingle" looked like. Students then chose a question card, answered it, and then roamed around the class in the style of musical chairs. When I gave the signal they had to stop and find a partner and share their questions and responses and also provide one add-on or piece of feedback. We then repeated the process.

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Rally Robin:

My students did a rally robin with a partner. We have been working on building number sense and I have been having students rally with different types of numbers. The most recent rally was with prime numbers. The students took turns writing down as many prime numbers as they could think of. This was a great was for them to talk about what a prime number was and then list them with a partner.

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My students participated in the Rally Robin exercise. For 6th grade we talked about different ways we can enhance our cardiovascular endurance and they talked as a group to make a list of options then each group chose their favorite answer and each group shared with the class. For my 7th and 8th grade I gave them a scenerio "Diego is falling forward when he does his back squat, what might be going on and how can he fix it" they all then came up with different answers in their groups and then each group shared 1 possible reason and then how he could fix it.

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Notice 3 things

I had students talk together about a photograph inferencing activity I do as a warm up called "What's Going On In This Picture?" Each student told their classmate three things they noticed about the image but they couldn't say the same thing. This led to much better logical inferences with more depth and explanation in the final answer because they had more perspectives as to what was going on, and they were collectively able to notice more than as they would have individually.

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Think Pair Share

Students performed music that will be performed on their concert and recorded it as a class. After, we listened back to the recording and students were instructed to find areas of improvement and think of solutions for those areas. After they paired with a partner to find similarities or come up with more concise answers. Once the partners teamed up each group shared out to the whole class. This shaped our rehearsal goals for the next week.

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I used the "three reads" strategy in my math classes with word problems. By setting a purpose for each read, and having students "stop, think, and paraphrase" along the way, they were better able to make connections to the math context of the "story" within the word problem and make decisions in planning how they would go about solving the problem. The focus was truly on metacognition as much as it was on math. Students were able to flag themselves during the process and state that they needed to go back and reread because they were not comprehending.

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Stronger and Clearer Each Time

After reading 3 articles on an informational piece, the class was asked to come up with words that could objectively summarize the text. The challenge was then to narrow down the list of words to 7. As we were narrowing down the list, the conversation was awesome in hearing the students defend why they supported the word they wanted on the list.

The students then had the challenge of writing a one sentence, objective summary on the text where they had to use 5 out of the 7 words.

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Matejewski---

Conversation Competition/Chat Challenge:

As a way to review for an upcoming science test, I listed 14 vocabulary words that focused on our topic (Waves) and printed them on a 1/4 sheet. The students paired up with a classmate. The classmate with the 1/4 sheet was the "listener" and asked the other student "What do you know about waves?" The "chatter" had 90 seconds to talk about waves. As they chatted, the listener marked vocabulary words off the 1/4 sheet. When they were done, the listener shared with chatter how many vocabulary words they had included in their chat. The chatter that included the most vocab words in their chat got a candy :)

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Over the past few weeks I tweaked one of the routines to help students generate summaries. Students were given a text to read. For my general ed classes they all read the same texts together. For my advanced classes we jigsawed the reading passages. After reading, students had to work in small groups to identify 7 key words from the article that stuck out. There was some debate over which words were the most important, but ultimately they had to come to a consensus. We shared out and compiled a list on the board. From that students had to work to narrow it down even further to 5 words. These words were the ones that students had to then include in their written summary.

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With my students, repetition is the key. I use Three Reads and Stronger and Clearer the most. It takes multiple times and practice for them to master a skill we are working on, and when they come to the small group table to work together, they are comfortable sharing, asking questions, and making inferences and insights together.

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My students used padlet to respond to a question about an article. We then had a class discussion over their responses. They had to decide the author's purpose of an article and then provide evidence. In the class discussion they each took turns sharing their response and defending their choice. It was fun to see the students engaged in conversation and debating on whether the article was informational or persuasive.

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My students participated in a graffiti wall assignment to review for an upcoming test. I posted topics on large chart paper. Students were placed into groups and traveled as a group to each of the posters I placed around the room. Each group member had a marker (because Karyn Matejewski loves markers) and recorded everything they knew about that topic. After a few minutes, student groups rotated to a new poster. Before they were able to write new information on the poster, they had to discuss with their group members, the ideas that were already on the poster, so as to not repeat anything.

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When breaking down the documents for our Silk Road DBQ, I made it heavily conversation based. The students would work together to answer the annotation questions. It gave them the opportunity to show if they full grasped the information in the texts. I also had the students read their rough drafts out loud in groups. This allowed them to see where they may have needed to make changes in terms of grammar.

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Turn & talk. Students were engaged in discussing math concepts. i used it at beginning of class to review what was taught previously for adding, subtracting, multiplying & dividing decimals. Received strong responses at the end.

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Conversation Competition - Students were partnered up and one had a checklist with the vocabulary words from the current unit. As one student chatted about the topic, the other checked off how many vocab words they included in their discussions. Students had a fun time trying to include as many words as they could and explaining their own thinking about what each of these words meant in a meaningful way.

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Scureman

I have implemented Rally Robin and the students were able to talk about the subject. In addition, I have had the students complete tasks to get them talking and they need more practice explaining their thinking. Overall, I believe the more i use it, the better they will do at talking about math.