Student Structured Talk by Lindsay Pompey

English 2

lindsaypompey — 2025-10-09 04:36:35 UTC

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.

English 4

john_beck — 2025-10-13 23:08:04 UTC

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

Chemistry

jocelyn_white1 — 2025-10-14 20:26:24 UTC

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.

English 2 Dialogue Chain Luna-Valdez

gabriel_valdez — 2025-10-14 23:26:31 UTC

Dialogue Chain for discussing rising action plot elements.

Biology - Trading Cards

brian_brister — 2025-10-14 23:30:39 UTC

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.

ERWC

lindsaypompey — 2025-10-14 23:32:16 UTC

Health

2025-10-14 23:33:18 UTC

World Music

2025-10-14 23:34:20 UTC

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)!

English 1-4 ELPAC Speaking Practice

2025-10-14 23:34:57 UTC

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?"

Painting/Illust/Life Drawing/3D Sculpture/Color & Design

2025-10-14 23:35:04 UTC

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.

nancymaravilla — 2025-10-14 23:35:13 UTC

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

English 3/4

2025-10-14 23:36:28 UTC

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.

MATH 1, HUM. 101/102

2025-10-14 23:36:58 UTC

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

American Government CP

2025-10-14 23:37:42 UTC

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

Biology - T, P, S

2025-10-14 23:38:06 UTC

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

samouelbadalof — 2025-10-14 23:39:06 UTC

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".

Directed Studies

2025-10-14 23:40:03 UTC

Earth and Space - Lines of Communication

2025-10-14 23:40:20 UTC

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

ginarodriguez14 — 2025-10-14 23:40:43 UTC

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

Ramon Rodriguez

2025-10-14 23:41:02 UTC

SPED/TT Chemistry

estanilaoarevalo — 2025-10-14 23:43:26 UTC

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

English 1/Story Builder

kara_hamilton — 2025-10-14 23:47:18 UTC

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.

English 2

williamsmuck1 — 2025-10-14 23:53:49 UTC

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.

World Language

2025-10-14 23:53:52 UTC

P.E.

john_beck — 2025-10-15 12:58:41 UTC

Math 3 Honors

2025-10-15 17:12:12 UTC

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

*This is a talk routine from CPM

Lab Conclusion Example

jocelyn_white1 — 2025-10-16 19:18:42 UTC

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

Entrepreneurship

2025-10-17 21:37:00 UTC

English 3 - Rhetoric Strategies

candiholva — 2025-10-20 23:41:43 UTC

2025-10-21 20:57:22 UTC

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!

2025-10-21 22:56:04 UTC

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.

Math 2, Hum 103

isabelramos6 — 2025-10-21 23:00:34 UTC

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

2025-10-21 23:17:26 UTC

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.

Chemistry

2025-11-11 22:36:24 UTC

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)

PD Resources

lindsaypompey — 2025-12-16 16:09:00 UTC

Science Lesson by Badalof

lindsaypompey — 2025-12-16 16:19:29 UTC

"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

Pre-Calc Honors

2025-12-19 15:57:26 UTC

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.

Academic Language Scripts

lindsaypompey — 2026-01-20 03:16:38 UTC

SST- Lines of Communication

lindsaypompey — 2026-03-09 19:51:24 UTC

SST Lines of Communication

lindsaypompey — 2026-03-09 19:52:38 UTC

Socratic Seminar

lindsaypompey — 2026-03-11 22:35:38 UTC

SS Student Instruction Slides

lindsaypompey — 2026-03-11 22:36:36 UTC

Socratic Seminar Handouts

lindsaypompey — 2026-03-11 22:37:51 UTC

lindsaypompey — 2026-03-11 22:39:03 UTC