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TA B L E O F C O N T E N T S(To navigate through this document,

click the Table of Contents page number or the links on the pages, bottom left.)

10/2 lecture, Think/Pair/Share ........ 2

Expert Groups ................................... 3

Give One, Get One ........................... 4

Key Word .......................................... 5

Learning Log ..................................... 6

Listen and Sketch .............................. 7

Make an Appointment ..................... 8

Culturally Responsive Reflection Strategies

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Name of Strategy:10/2 lecture, Think/Pair/Share

How GLAD Came to it: Art Costa, Spencer Kagan

Why we do it: • GuidedOralPracticeStrategy.• Thebrainprocessesinformationbestinchunks,soduringdirectinstructiontime,

thestudentgivesperiodicopportunitiesforstudentstotalkwithotherstudentstoprocessnewinformation.

• It’saninformalassessmentforstudents’comprehensionofnewcontentconceptsandstudents’practiceofnewvocabulary.

• Studentsinteracttonegotiateformeaningandengageincomprehensibleoutputand academic discourse.

Key Coaching Points:• Duringtheinputpartofalesson,theteacherdirectlyinstructsstudents.

However,forevery10minutesofteachertalk,thereshouldbe2minutesofstudentprocessingtimewhentheycanturnandtalktoeachotheraboutthenewconcepts,usingnewvocabulary.

• Studentscanprocesstheinformationintheirlanguageofchoice.

Variations:• Atprimarygrades,a5/1mightbemoreappropriate.

Standards:• Studentsclearlycommunicateideasinspeech• Studentslistentoothers’ideastoinformtheirownthinking

Reflection Strategies: 10/2 lecture, Think/Pair/Share

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Name of Strategy:Expert groups

How GLAD Came to it: SpencerKagan(Jigsaw)

Why we do it: • ReadingandWritingstrategy• Addressheterogeneousreadinggroups• Directteachingofstudyskills,researchskills,andnotetaking• Identifykeywords

Key Coaching Points:• Textcomesfromgradeleveltextthathasbeenchunkedormodified.• High-academicvocabularyeveninthelowergrades.• Teacherhascontroloverthevocabularyinthetext(comprehensibleinformation)

andthisprovidessuccessforretention.• Studentsareencouragedtowriteandsketchtorememberwhatwasread.

Sketching increases comprehension and memory.• Sketchingisforthebrain.DrawingisforArt.• Studentshighlighthighlevelwords.• Makesurethelimitedlanguagestudentsaresittingrightnexttotheteacher.• Ifastudentisverylanguagelimited,twinthemwithsomeoneelsetoreportback

to their team. • Thisstrategycanbeverysuccessfulifithascarefullystructuredinformation.Not

toomuchnottoodifficultespeciallyiftheyarejustlearningthestrategy.• Don’tassumethatbecauseyourstudentsaregoodreaderstheycandoresearchor

takenotesontheirown.Givethemguidanceoragraphicorganizerforthemtoknowthefactsortobeawareoftheinformationtheyarelookingfor.

• Constantreinforcementofusedvocabularyfromthetexttheyarereading.• Studentstakeresponsibilityforonecategoryofinformationfromthebigpicture

andbecomemoreknowledgeableinthatareatoteachtheinformationtotheirpeers,fosteringpositiveinterdependence.

• Provideculturallysensitivetext.

Variations:• Inprimarygrades,onecategorycouldbeusedforeachexpertgroup.• Also,usecolorcodedpapersothatstudentsholdontothem/teacherrecognizes

them easily. • Expertsinuppergradesdoresearchontheirown.• Usemanypicturefilecardsbeforeandduringtheexpertgrouptobuildmore

backgroundandduringreadingexpertsheettoaidincomprehensibleinput.

Standards:• Studentsreadtobecomefluent.• Studentsreadwordsincontextthataidcomprehension.• Studentsdevelopnotetakingandstudyskills.• Studentsmakementalimages.(sketches)• Studentscategorizeinformation(transfertomindmapgraphicorganizer).

Reflection Strategies: Expert Groups

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Afterreflectingorjournalingaboutatopic,studentsareaskedtogetupandfindanotherstudentacrosstheroomwithwhomtosharetheirreflections,thoughtsoranswers.Studentsaretogiveinformationtoanotherstudentandreceiveinformationfromthesamestudent.Thiscanbedoneforthreetofiverotations(ormore)and,whendone,studentsreturntotheirseatstocompiletheirnewlygainedinformation.

Reflection Strategies: Give One, Get One

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Web – Key Words Connected:PlaceKeyWordinaboxorcircleinthecenterofapieceofpaper.BoxesareplacedaroundtheCenterBox,somecloser,somefartheraway.Asstudentsbrainstormmeanings,synonyms,antonymsorideasrelatedtotheKeyWord,linesaredrawnfromthecenterboxtootherboxessurroundingit.Thenewwordsareplacedinthenow-connectedboxescreatingawebeffectonthepaper.

A variation:placestheKeyWordatthetopofapieceofpaper.Underneath,inahorizontalline,arethreetosixboxesinwhichwillbeplacedthestrongestmeanings,synonyms,antonymsorideasrelatingtotheKeyWord.ThesewillbeidentifiedasSecondaryWords.Underneatheachoftheseboxeswillbeaverticallineofwordsthatrelatetothe Secondary Words.

Reflection Strategies: Key Word

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Name of Strategy:Learning Log

Why we do it: • Reading/WritingStrategy

• Recordofstudentlearning…formativeassessment

Key Coaching Points:• Content-based&teacherassigned

w responses to reading/contentw listen&sketchw sketch&writew quickwritesw letters

• Studentsheldaccountableforusinglanguageofinstruction…supportonwalls• Sketchingencouragedforalllearners• 5-6sheetsofwhite,unlinedpaperstapledwithaText/YouT-chartcover

w theTEXTsideisforfactsandtheYOUsideisforstudentconnections/opinions/reactions

w unlinedpaperbecauseitallowsmoreoptionsfororganizingthinking(clustering,mind-mapping,sketching…)

w uselinedpaperwhenyouwantstrictlywritingandattach

Standards:• Studentwritesforavarietyofaudiencesandpurposes

Reflection Strategies: Learning Log

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Name of Strategy:Listen and Sketch

Why we do it: • Tohelpstudentsreflectonnewlearning• Readingandwritingstrategy• Practiceslisteningskills,comprehensionofreceptivelanguage• Practicesmakingmentalimages

Key Coaching Points:• Teacherselectsadescriptivepassagethatlendsitselfwelltomakingmental

imagesandreadsthepassagealoudusingappropriatephrasingbutreadingslowly,withthecoverartcoveredsothatstudentshavenonotionofillustrations.

• Astheteacherreads,thestudentssketchtheimagesthatcometotheirmindsonplainwhitepaper,labelingwithwordsiftheywantto.

• TosupportearlystageELDstudents,theteacherquicklyshowsELDstudentsillustrationstoincreasetheircomprehensionofwhatisbeingread.

• Bestwhentextlinkstounittheme.

Standards:• Usevisualizationtocomprehendtext.

Reflection Strategies: Listen and Sketch

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Make An Appointment: Precedinganactivity,studentscanbepromptedtomakefourappointments—thosestudentstheywillinteractwithduringtheactivity.Studentsareinstructedto‘makeanappointment’,nonverbally,withanotherstudentacrosstheroom.Oncenon-verballyconfirmedbyanotherstudent,instructionsaregiventomaketheirsecondappointment,theirthirdappointmentandsoon.Allcommunicationisdonenon-verbally.Forsimplicityandease,anddependingontheageofthestudents,nomorethanfiveappointmentsatatimeshouldbemade.

Reflection Strategies: Make an Appointment