NEXT GEN COMMUNICATORS
WHAT DOES A NEXT GEN COMMUNICATOR DO?
LEARNING PATHWAY TO SUCCESS
LISTENING & SPEAKING
WRITING, & DESIGNING
READING
EMPATHIZER
INSTRUCTIONAL RESOURCES
CLICK THE ICONS TO ACCESS INSTRUCTIONAL RESOURCES
DAILY & UNIT ASSESSMENT
LEARNING PATHWAY TO SUCCESS
HOW DO WE KNOW STUDENTS ARE GROWING?
WEEKLY & QUARTERLY SIGNALS
NEXT GEN COMMUNICATORS
COMMUNICATOR PILLARS
THREE PILLARS
PEOPLE
HOW DO WE CREATE A COMMUNITY OF READERS, WRITERS, & CRITICAL THINKERS?
PLACE
WHAT SCHOOL-WIDE WRITING EXPERIENCES WILL ASSESS OUR PROGRESS?
PURPOSE
WHAT SHARED SUCCESS SIGNALS WILL MEASURE OUR PROGRESS?
NEXT GEN COMMUNICATORS
HOW DO WE CREATE A COMMUNITY OF READERS, WRITERS, & CRITICAL THINKERS?
PEOPLE
AUTHENTIC LITERACY DRIVEN BY STUDENT CHOICE
INDEPENDENT READING
STUDENTS CREATE WRITING AND ACTIVE READING WORKS OF QUALITY AND SUBSTANCE.
AT LEAST ONE READING WITH A PEN AND HAND & TEXT DEPENDENT WRITING PER WEEK
NEXT GEN STUDENTS TO WRITE AS CONTENT EXPERTS APPLYING THEIR KNOWLEDGE TO THE KINDS OF QUESTIONS AND PROBLEMS EXPERTS IN THAT FIELD TACKLE.
EXAMPLES
QUALITY WORK EXEMPLARS
READ WITH A PEN IN HAND
NEXT GEN WRITING TASK EXAMPLES
EXAMPLE 1
EXAMPLE 2
EXAMPLE 3
EXAMPLE 1
EXAMPLE 2
EXAMPLE 3
NEXT GEN COMMUNICATORS
THREE PURPOSES FOR WRITING
WRITE TO LEARN
WRITE TO DEMONSTRATE LEARNING
WRITE FOR PUBLICATION
*ADAPTED FROM KDE COMPOSITION IN THE CLASSROOM*
HOW DO WE CREATE A COMMUNITY OF READERS & WRITERS?
THREE MODES FOR WRITING
MODE | PURPOSE | PREPARING TO WRITE | GATHERING EVIDENCE/ NARRATIVE TECHNIQUES | DISCUSSION | DRAFTING | REVISION |
*ADAPTED FROM KDE COMPOSITION IN THE CLASSROOM*
NARRATIVE
03
INFORMATIVE
02
ARGUMENT
01
Beginning in kindergarten, students are asked to communicate their opinions – a building block to writing effective arguments. There is a shift at grade 6 from composing opinion pieces to composing arguments. Argumentation (both writing and evaluating) is a critical thinking skill necessary for students to be literate citizens in a global society. (KDE)
Transition ready students must use writing to “examine and convey complex ideas clearly” and to “demonstrate understanding of the subject under investigation”. This writing is closely related to the reading of complex and varied texts as they must “integrate the information for the purposes of analysis, reflection, and research while avoiding plagiarism”. To be literate citizens, students must demonstrate the ability to synthesize information from a variety of sources in their writing. (KDE)
Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, argue, explain or entertain. Personal narrative is only one form narratives can take. There are many others. In English/language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. The narrative category does not include all of the possible forms of creative writing. When students enter the 8th grade, narrative writing as a stand-alone piece diminishes. The Kentucky Academic Standards (KAS) for Reading and Writing requires students in grades 8-12 to be taught to embed narrative writing into argumentative and informative/explanatory writing. (KDE)
LINKS & RESOURCES | LINKS & RESOURCES | LINKS & RESOURCES | LINKS & RESOURCES | LINKS & RESOURCES |
LINKS & RESOURCES | LINKS & RESOURCES | LINKS & RESOURCES | LINKS & RESOURCES | LINKS & RESOURCES |
LINKS & RESOURCES | LINKS & RESOURCES | LINKS & RESOURCES | LINKS & RESOURCES | LINKS & RESOURCES |
NEXT GEN COMMUNICATORS
WHAT SCHOOL-WIDE WRITING EXPERIENCES WILL ASSESS OUR PROGRESS?
PLACE
SCHOOL WIDE WRITING EXPERIENCES
3X/YEAR
SHARED SUCCESS SIGNALS
NEXT GEN COMMUNICATORS
WHAT SCHOOL-WIDE WRITING EXPERIENCES WILL ASSESS OUR PROGRESS?
PLACE
NEXT GEN COMMUNICATORS
WHAT SHARED SUCCESS SIGNALS WILL MEASURE OUR PROGRESS?
PURPOSE
LEARNER
INDEPENDENT
EMPOWERED
WRITING &
DESIGNING TO SYNTHESIZE INFORMATION/ DATA
LISTENING & SPEAKING TO EVALUATE INFORMATION/ ARGUMENTS
EVALUATING & SYNTHESIZING EVIDENCE
CITATION & MULTIPLE SOURCES
REASONING & ANALYSIS
ORGANIZATION
NARRATIVE:
REASONING & ANALYSIS
ORGANIZATION
NARRATIVE:
EVALUATING & SYNTHESIZING EVIDENCE
CITATION & MULTIPLE SOURCES
EVALUATING & SYNTHESIZING EVIDENCE
CITATION & MULTIPLE SOURCES
REASONING & ANALYSIS
ORGANIZATION
NARRATIVE:
DEVELOPING AN EFFECTIVE & PURPOSEFUL MESSAGE
PURPOSE & AUDIENCE
LANGUAGE & TONE
PURPOSE & AUDIENCE
LANGUAGE & TONE
PURPOSE & AUDIENCE
LANGUAGE & TONE
EVALUATING & SYNTHESIZING EVIDENCE
Resources/tools
USE & CITATION OF MULTIPLE SOURCES
Tools on citations.
REASONING OF ANALYSIS
Resources/tools
ORGANIZATION OF EVIDENCE & ANALYSIS
Resources/tools
NARRATIVE
Resources/tools
CLEAR PURPOSE & AUDIENCE AWARENESS
Resources/tools
LANGUAGE & TONE
Resources/tools
COMMUNICATORS ARE CRITICAL THINKERS
Q1: WHO AM I?
EVALUATING & SYNTHESIZING EVIDENCE
CITATION & MULTIPLE SOURCES
WRITING &
DESIGNING TO SYNTHESIZE INFORMATION/ DATA
LISTENING & SPEAKING TO EVALUATE INFORMATION/ ARGUMENTS
EVALUATING & SYNTHESIZING EVIDENCE
CITATION & MULTIPLE SOURCES
REASONING & ANALYSIS
ORGANIZATION
LEARNER
REASONING & ANALYSIS
ORGANIZATION
INDEPENDENT
EMPOWERED
EVALUATING & SYNTHESIZING EVIDENCE
CITATION & MULTIPLE SOURCES
REASONING & ANALYSIS
ORGANIZATION
DEVELOPING AN EFFECTIVE & PURPOSEFUL MESSAGE
PURPOSE & AUDIENCE
LANGUAGE & TONE
PURPOSE & AUDIENCE
LANGUAGE & TONE
PURPOSE & AUDIENCE
LANGUAGE & TONE
EVALUATING & SYNTHESIZING EVIDENCE
Resources/tools
USE & CITATION OF MULTIPLE SOURCES
Tools on citations.
REASONING OF ANALYSIS
Resources/tools
ORGANIZATION OF EVIDENCE & ANALYSIS
Resources/tools
CLEAR PURPOSE & AUDIENCE AWARENESS
Resources/tools
LANGUAGE & TONE
Resources/tools
COMMUNICATORS ARE CRITICAL THINKERS
Q2: WHO ARE WE?
EVALUATING & SYNTHESIZING EVIDENCE
CITATION & MULTIPLE SOURCES
LISTENING & SPEAKING TO EVALUATE INFORMATION/ ARGUMENTS
EVALUATING & SYNTHESIZING EVIDENCE
CITATION & MULTIPLE SOURCES
LEARNER
INDEPENDENT
EMPOWERED
EVALUATING & SYNTHESIZING EVIDENCE
CITATION & MULTIPLE SOURCES
DEVELOPING AN EFFECTIVE & PURPOSEFUL MESSAGE
PURPOSE & AUDIENCE
LANGUAGE & TONE
PURPOSE & AUDIENCE
LANGUAGE & TONE
PURPOSE & AUDIENCE
LANGUAGE & TONE
EVALUATING & SYNTHESIZING EVIDENCE
Resources/tools
USE & CITATION OF MULTIPLE SOURCES
Tools on citations.
CLEAR PURPOSE & AUDIENCE AWARENESS
Resources/tools
LANGUAGE & TONE
Resources/tools
COMMUNICATORS ARE CRITICAL THINKERS
Q3: WHERE ARE WE GOING?
REASONING & ANALYSIS
ORGANIZATION
COUNTERARGUMENT:
REASONING & ANALYSIS
ORGANIZATION
COUNTERARGUMENT:
REASONING & ANALYSIS
ORGANIZATION
COUNTERARGUMENT:
REASONING OF ANALYSIS
Resources/tools
ORGANIZATION OF EVIDENCE & ANALYSIS
Resources/tools
COUNTER-
ARGUMENT
Resources/tools
WRITING &
DESIGNING TO SYNTHESIZE INFORMATION/ DATA
EVALUATING & SYNTHESIZING EVIDENCE
CITATION & MULTIPLE SOURCES
LISTENING & SPEAKING TO EVALUATE INFORMATION/ ARGUMENTS
EVALUATING & SYNTHESIZING EVIDENCE
CITATION & MULTIPLE SOURCES
LEARNER
INDEPENDENT
EMPOWERED
EVALUATING & SYNTHESIZING EVIDENCE
CITATION & MULTIPLE SOURCES
DEVELOPING AN EFFECTIVE & PURPOSEFUL MESSAGE
PURPOSE & AUDIENCE
LANGUAGE & TONE
PURPOSE & AUDIENCE
LANGUAGE & TONE
PURPOSE & AUDIENCE
LANGUAGE & TONE
EVALUATING & SYNTHESIZING EVIDENCE
Resources/tools
USE & CITATION OF MULTIPLE SOURCES
Tools on citations.
CLEAR PURPOSE & AUDIENCE AWARENESS
Resources/tools
LANGUAGE & TONE
Resources/tools
COMMUNICATORS ARE CRITICAL THINKERS
WHAT MAKES AN
EFFECTIVE COMMUNITY?
REASONING & ANALYSIS
ORGANIZATION
COUNTERARGUMENT:
REASONING & ANALYSIS
ORGANIZATION
COUNTERARGUMENT:
REASONING & ANALYSIS
ORGANIZATION
COUNTERARGUMENT:
REASONING OF ANALYSIS
Resources/tools
ORGANIZATION OF EVIDENCE & ANALYSIS
Resources/tools
COUNTER-
ARGUMENT
Resources/tools
WRITING &
DESIGNING TO SYNTHESIZE INFORMATION/ DATA
Q4:
NEXT GEN COMMUNICATORS
WHAT DOES IT LOOK LIKE IN A CLASSROOM?
READING, WRITING, & DESIGNING
Common language framing SIGNALS OF SUCCESS and communication scaffolds such as the Toulmin Method (you may see this in NCS as MEAL/MODL or CERCA) are displayed clearly for students to gauge, utilize, and speak to progress towards success.
Students can be seen reading independently with student selected books as well as reading with a pen in hand through nonfiction or fiction pieces that support the learning design.
Outside the classroom, you can see students meeting with public officials, nonprofits, and other community members,where students showcase their findings and recommendations on an issue they’ve researched through written and verbal communication.
Student Showcases (Multimedia portfolios of student work) can are used to communicate learning artifacts.
ALL NEXT GEN CLASSROOMS ARE READING & WRITING CLASSROOMS
To see a teacher scaffolding close reading with students in action, Click HERE.
For a blog-post about note-taking strategies, Click HERE.
Writing is revising. Students should be consistently revising and improving their work throughout the process. Students will need to know how to revise their work. This will need to be modeled.
Peer revision and feedback can be a great tool to build power skills towards effective communication. Students will need models, examples, and clear criteria for effective peer feedback and application of revision feedback.
Active or Close reading scaffolds. Students read with a pen in hand. Students must be taught ways to actively engage with a reading, refer back to the text to support a claim, and analyze what they are reading.
Note-taking: Listening as a part of communication is the ability to synthesize and transfer ideas. Utilize graphic organizers, Cornell Notes, Frayer Models, Visual Notetaking, and chunk notes with collaboration/discussion.
BEFORE WRITING/ READING
DURING WRITING/ READING
AFTER WRITING/ READING
TEACHERS DO: | SO STUDENTS CAN: |
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THE READING/WRITING PROCESS
ADAPTED FROM KDE’S WRITER’S REFERENCE SHEET
NEXT GEN COMMUNICATORS
HOW DO I TEACH STUDENTS TO READ WITH A PEN IN HAND?
READING WITH A PEN IN HAND
THE WHY
BEHIND THE STRATEGY
Close reading or active reading structures are essential to creating a culture of focus and purposeful reading. When planning instruction around reading, As Love & Literacy states, students can use annotations to better understand texts. Teachers can use them to better understand students. Instead of simply saying “read this Chapter”, we must allow students to SEE effective interactive reading strategies to dig deeply into complex texts, we must NAME the strategy to give identity to the process and create a common language (Read with a Pen in Hand, SMART Reading, etc). Finally, students need practice to DO these interactive reading strategies often. To create readers beyond middle school and high school, we must now teach them the process so when they enter into our COMMUNITY as professionals, they can do so as confident COMMUNICATORS.
The Silk Road was a network of trade routes, formally established during the Han Dynasty of China, which linked the regions of the ancient world in commerce,
As the Silk Road was not a single thoroughfare from east to west, the term 'Silk Routes’ has become increasingly favored by historians, though 'Silk Road’ is the more common and recognized name. Both terms for this network of roads were coined by the German geographer and traveler, Ferdinand von Richthofen, in 1877 CE, who designated them 'Seidenstrasse’ (silk road) or 'Seidenstrassen’ (silk routes). The network was used regularly from 130 BCE, when the Han officially opened trade with the west, to 1453 CE, when the Ottoman Empire boycotted trade with the west and closed the routes.
The history of the Silk Road pre-dates the Han Dynasty in practice, however, as the Persian Royal Road, which would come to serve as one of the main arteries of the Silk Road, was established during the Achaemenid Empire (500-330 BCE). The Persian Royal Road ran from Susa, in north Persia (modern day Iran) to the Mediterranean Sea in Asia Minor (modern day Turkey) and featured postal stations along the route with fresh horses for envoys to quickly deliver messages throughout the empire. Herodotus, writing of the speed and efficiency of the Persian messengers, stated that “There is nothing in the world that travels faster than these Persian couriers. Neither snow, nor rain, nor heat, nor darkness of night prevents these couriers from completing their designated stages with utmost speed" (these lines, from his Histories, 8.98, would centuries later form the creed of the United States of America’s post office). The Persians maintained the Royal Road carefully and, in time, expanded it through smaller side roads. These paths eventually crossed down into the Indian sub-continent, across Mesopotamia, and over into Egypt.
FOCUS EQ:HOW DOES THE WORLD WORK TOGETHER TO BUILD SOCIETY AS WE KNOW IT?
AUTHOR’S PURPOSE: TO INFORM THE AUDIENCE OF THE SILK ROAD AND IT’S IMPACT ON SOCIETY AS WE KNOW IT.
PURPOSE: START WITH THE END IN MIND: What do you want students to be able to COMMUNICATE about the text? What is the author’s purpose?
ASSESSMENT:What tasks or questions will require students to closely read the text and utilize evidence to be able to answer it? To see if students get it, see if they can write about it. Write first. Talk second.
EXIT TICKET: USING MEAL AS A SCAFFOLD, ANSWER THE FOLLOWING QUESTION: IN WHAT WAYS DID THE SILK ROAD CONNECT PEOPLE TO BUILD SOCIETY 130 B.C.E.-1400 C.E.?
Interact with the text in the margins by answering the questions provided.
After reading the first sentence, in your own words, briefly summarize the purpose of the Silk Road.
Predict: Think back to the brief clip we watched during our Do Now. What impact do you think this boycott had on the West?
How might this have influenced society at the time socially, culturally, economically, or politically?
ASSESSMENT:Intentional questioning throughout the reading builds habit and stamina for metacognition and text interaction. This also provides you as teacher opportunities to model how you would respond, see what types of responses your students are having to gauge comprehension, and see opportunities to extend or reteach the learning. By circulating while students are reading with a pen in hand, you can quickly collect data to inform your instruction.
SCAFFOLDING:
Consider-What background knowledge or content (thematic, historical, literary) do students need before reading the text? Interactive Direct Instruction, Do Nows, Hooks, etc. can be utilized to build necessary background knowledge for comprehension.
CLICK HERE TO ACCESS CLOSE/ ACTIVE READING STRUCTURE EXAMPLES
CLICK HERE TO ACCESS CLOSE/ ACTIVE READING STRUCTURE EXAMPLES
Main idea
Supporting Detail 1
Supporting Detail 2
Supporting Detail 3
Supporting Detail
Supporting Detail
Supporting Detail
Supporting Detail
MAIN IDEA
TIPS & EXAMPLES
“We learn to read well by reading a lot for meaning: to analyze or support arguments, to arrive at our own opinions as we make inferences or attempt to solve problems.”
-SCHMOKER
“Teacher! I have all this STUFF highlighted/ underlined, so what do I do with it?”
The annotations that you have made now must be sifted through so that you can find the strongest ones to use as evidence for your writing.
How do you do that?
Diamond 9 Directions:
In this strategy, you will rank the nine cards. At the top, place the card that you think has the most essential piece of evidence to support your claim. Continue ranking from most important to least important as you move down the diamond.
MOST ESSENTIAL
LEAST ESSENTIAL
DEVELOPING AN EFFECTIVE & PURPOSEFUL MESSAGE
RARELY
DEVELOPING A COMMUNITY OF CRITICAL THINKERS
PURPOSEFUL READING & DISCUSSION AS EMPOWERED COMMUNICATORS | ||
LIVING RESOURCES | DISCUSSION OF PRACTICE | EMPOWERED PRACTICES |
| | READ COMPLEX TEXT & DISCUSS WITH PURPOSE BEFORE:
DURING:
AFTER:
|
WRITING AS EMPOWERED COMMUNICATORS | ||
| WRITING IS A PROCESS BEFORE:
DURING:
AFTER:
| |
NEARLY EVERYDAY
RARELY
WEEKLY
NEARLY EVERYDAY
RARELY
WEEKLY
MY CLASSROOM & SIGNALING ASSESSMENTS:
MY CLASSROOM & SIGNALING ASSESSMENTS:
EMPOWERED
NEXT GEN COMMUNICATORS & CITIZENS
READ WITH
PURPOSE
SPEAK, LISTEN, & DISCUSS WITH PURPOSE
WRITE WITH PURPOSE
“We learn to read well by reading a lot for meaning: to analyze or support arguments, to arrive at our own opinions as we make inferences or attempt to solve problems.”
-SCHMOKER
PEN IN HAND WITH
UNIVERSAL THEMES
COMMUNICATING & THINKING CRITICAL WITH UNIVERSAL THEMES
SCIENTIFIC ADVANCEMENT & TECHNOLOGY
POWER, POLITICS, AND THE PURSUIT OF GOOD V. EVIL
THE NATURE OF HUMAN CONFLICT
INDIVIDUALISM & COMMUNITY
NATURE VS. NURTURE
CHANGE: PROGRESS VS. DESTRUCTION
WE COMMUNICATE WITH CRITICAL THINKING WHEN WE”
DISCUSSION &
DEBATES
COMMUNICATE AS
CONTENT EXPERTS
POWERFUL
MODELS
QUESTIONING & DISCUSSION
TOTAL PARTICIPATION
QUESTIONING & DISCUSSION
A NEXT GEN classroom is one that is lively with questioning and discussion. When examining what types of questions to utilize with students, the NEXT GEN Professional should reflect on where students are in the process of learning. Are new concepts being presented? Is the focus on deepening the understanding of foundation knowledge?
A FEW QUESTIONING STRATEGIES:
TEACH LIKE A CHAMPION 34: COLD CALL
Cold Call is the pedagogy strategy of calling on students regardless if they have their hands raised and can be especially effective in creating an environment in which students know they will be responsible for the learning. Used correctly, COLD CALL should be positive, predictable, universal, and intentional. Cold Call increases voice equity and shared ownership amongst students, creates a culture of engagement, attention, and warm accountability, checks for understanding, and helps to pace out the lesson.
To see this strategy in action CLICK HERE.
TEACH LIKE A CHAMPION TECHNIQUE 33: WAIT TIME
Wait time if the practice of inserting a short amount of waiting before taking an answer. This allows for more hands to go up, and allows more thinking time to support better more rigorous answers. When engaging in Wait time, consider narrating hands (Two, hands, three hands. Take your time but push yourself to share.”. Prompt thinking skills (“I’m seeing people thinking deeply and jotting down thoughts. I’ll give everyone a few more seconds to do that.”). Make your wait time transparent (“Let’s take 30 seconds….)
TO LEARN MORE ABOUT STRUCTURES FOR
CLASSROOM DISCUSSION CLICK HERE.
“One of the things that we tend to fall back on as teachers is the traditional Q&A, where we shoot out a question, and basically whoever raises their hand gets to answer the question. Total Participation Techniques is changes that,” There are instances when you can simply call on students, but not for higher-level thinking prompts that require more time to process. “The whole idea behind The Ripple is that I am no longer just calling on a kid. When the question is something that I want every student to show me evidence that they understand, then calling on someone is not the first thing I do. I’m going to want to get evidence from every individual student, and then I’m going to let them process it together quickly, and then call on them. “When you call on a student absent of total participation strategies,, everyone else is off the hook. It’s really got to be a mindset of, ‘I want evidence that every student is learning. How am I going to do that?’ When it’s important enough for everyone to learn, you ought to make sure that every single student is going to give you that evidence.” (Persida)
Click the image above for a closer look at Total Participation Strategies
ALL STUDENTS READING, WRITING, THINKING, SPEAKING, EVERYDAY.
CLICK THE IMAGE TO THE LEFT TO ACCESS MORE TIPS & STRATEGIES ABOUT QUESTIONING.
Our brains are wired for speech and visual design. In their everyday lives, our NEXT GENERATION students utilize speech and visual design as the primary way they create and communicate meaning. A feature of good discussions and VERBAL COMMUNICATION in the classroom setting is high student engagement, as indicated by attentive listening and eagerness to contribute. Good classrooms discussions contain students discussion claims, warrants, and conclusions related to a topic or question. Just like in reading verbal and visual communication require background knowledge and purposeful direction. To have students who can successfully utilizer VERBAL & VISUAL COMMUNICATION, we must build habits and principles of discussion and visual communication.
HABITS OF VERBAL COMMUNICATION FOR NEXT GEN LEARNERS
The following habits of VERBAL COMMUNICATION can be utilized in classroom discussion, discourse, or in other professional settings.
HABITS OF VERBAL STAGE SETTING FOR NEXT GEN PROFESSIONALS
During classroom discussions and discourse, the NEXT GEN Professional plays a crucial role in engaging, livening, and digging deeper for student understanding. Here are a few key steps:
Think Pair Share is a Total Participation Strategy used to help students to think individually about a topic or answer to a question, teach them to share ideas with classmates, build VERBAL COMMUNICATION skills, and focuses attention to engage students in comprehending the topic at hand.T- (Think)- Ask a questions about the text or topic. Students have a timed period to “think” about what they know and have learned. This may include them referring back to a text or previous learning.P- (Pair)- Each student should be paired or in a small group with other students.S- (Share)- Students will VERBALLY COMMUNICATE their thinking with their partner or small group. Teachers can expand sharing to the classroom after the pair and small group discuss.
To watch the Total Participation Strategy, Gallery Walk, in action, click on the video to the right. You can use Gallery Walk in the following ways:
SETTING THE STAGE
THINK PAIR SHARE & GALLERY WALK
THINK PAIR SHARE
GALLERY WALK
turn
Before You Start a Discussion
To create safe environments where students feel comfortable participating in discussions, have students co-create community expectations and agreements about behavior when participating in discussions.
This may include, but is not limited to, creating classroom contracts for all members of the classroom community and/or developing norms for discussions.
Example Norms
38
43
Give Students Sentence Stems or Roles in the Discussion
Sentence stems and roles give students guidelines for discussions. This can build confidence and comfort around speaking.
Click for templates!
SENTENCE STEMS
FOR DISCUSSION
RED LIGHTS, YELLOW LIGHTS, GREEN LIGHTS
WHAT MADE YOU STOP
IN YOUR TRACKS?
WHAT DO YOU QUESTION FOR VALIDITY? CONNECTIONS? ETC?
WHAT DO YOU AGREE WITH?
SEE THINK WE ME
“Adolescents will read and write more than at any other time in human history . They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and conduct personal lives.” -Richard Vacca
“We learn to read well by reading a lot for meaning: to analyze or support arguments, to arrive at our own opinions as we make inferences or attempt to solve problems.”
-SCHMOKER
PURPOSEFUL READING WITH PEN IN HAND
6-12 READING & WRITING PROCESS
PURPOSE & BENEFITS
DRIVEN QUESTIONS,
SOURCES & WRITING
RICH & COMPLEX TOPICS/TEXTS/SOURCES ARE SELECTED IN ALIGNMENT WITH STANDARDS OF SUCCESS
I DO, WE DO,
YOU DO SIGNALING
EMBED DISCUSSION
& DEBATE
INDEPENDENT PRACTICE
MODELING & WRITING
I DO, WE DO,
YOU DO SIGNALING
WRITING IS A PROCESS
MODEL & CLARIFY CRITERIA FOR SUCCESS
SELF/PEER ASSESSMENT FEEDBACK & REVISIONS
STUDENTS WRITE AS CONTENT EXPERTS, APPLYING THEIR KNOWLEDGE TO MAKE MEANING, ANALYZE, & MAKE DECISIONS
SILENT GRAFFITI PROTOCOL
2. REMAINING ON LEVEL 0, WRITE “GRAFFITI” ON THE RUBRIC TO ADDRESS THESE QUESTIONS (5 MIN):
-WHAT ARE THE MAIN DIFFERENCES BETWEEN INDEPENDENT & EMPOWERED LEVELS ON THE RUBRIC?
-WHAT IS MEANT BY ESSENTIAL EVIDENCE?
-WHAT WORDS OR SYMBOLS COME TO MIND WHEN YOU
-THINK ABOUT WRITING TO FIT THE AUDIENCE NEEDS?
3. ON LEVEL 1, DISCUSS THE QUESTIONS WITH YOUR SMALL GROUP BEFORE WE DISCUSS WHOLE CLASS. (3 MIN)
RUBRIC & EXAMPLE WRITING SCORING PROTOCOL
2. ON LEVEL 0, READ THE 3 WRITING EXAMPLES POSTED ON GOOGLE CLASSROOM. AS YOU READ INDEPENDENTLY, COMPARE THE WRITING TO THE RUBRIC.
3. ON LEVEL 1, DISCUSS WITH YOUR GROUP HOW YOU ALL WOULD RATE THE WRITING EXAMPLE (LEARNER, INDEPENDENT, & EMPOWERED). BE PREPARED TO SHARE WHY AS WE REVIEW TOGETHER WHOLE CLASS.
BETTER TOGETHER PROTOCOL
(INSERT LIVE WRITING MODEL-TEACHER SCRIPTS EXAMPLE PARAGRAPH IN REAL TIME)
LOOKING AT MY EXAMPLE PARAGRAPH, IF I WANT TO PUSH MY WRITING TO THE EMPOWERED LEVEL, WHAT MIGHT NEED TO BE EDITED? (EVIDENCE, ANALYSIS, LANGUAGE, AUDIENCE)
BUT, BECAUSE, SO
CLICK ON THE ICON FOR PRINTABLE POSTERS OF TRANSITION WORDS)
NAME: Example DATE:
Who: General George Washington
What: Crossed Delaware river with troops
When: during the AMerican Revolutionary War
Why: Washington hoped to surprise Hessian forces celebrating Christmas
Summary Sentence:
During the American Revolution, General George Washington crossed the Delaware River with his troops because he hoped to surprise the Hessian Forces who were celebrating Christmas.
A Summary Sentence with Quoted Textual Evidence:
During the American Revolution, General George Washington crossed the Delaware River with his troops because he hoped to surprise the Hessian Forces who were celebrating Christmas. As stated in Washington's own words, "It is with the utmost Importance that the Enemy should not know our real Design" (Washington's Letters, December 25, 1776).
EXAMPLE WRITER’S CHECKLIST FOR SUCCESS
ADAPTED FROM KDE’S WRITER’S REFERENCE SHEET
PURPOSE & AUDIENCE AWARENESS:
PRE-WRITING & AUDIENCE AWARENESS:
DRAFTING:
REVIEW/REVISE
Due to the fact that self-driving cars have to be programmed to handle every situation in the same fashion, they can be hazardous to drivers, passengers, and pedestrians. According to a study performed by the Toulouse School of Economics, autonomous vehicles will be programmed on how to handle an impossible situation: do you save the driver or pedestrians if there is a choice where one option must be chosen? The results to this study showed that 75% of Americans supported saving the pedestrian when more than one life was on the line. However, that number decreased to 25% when it was down to the driver or one pedestrian being killed. Unfortunately for those who may be faced with this algorithm as a driver or passenger, a computer cannot be conditional in the same way a human can. The vehicle will be programmed to make the same decision, regardless of the number of pedestrians, or the nature of those pedestrians - a group of drug dealers would be saved just as assuredly as a group of school children. While this was not touched on by the Toulouse study, it seems likely that drivers would feel much differently about sacrificing themselves for the drug dealers than they would for the school children. It is for this reason that autonomous vehicles are detrimental to our society. Decisions such as these require a human element that cannot be replicated through artificial intelligence or advanced sensors and cameras. Furthermore, if the car is not programmed to save the driver, what benefit does it have over a human-driven car which behaves in the same manner?
Meaning | Rework 1 2 3 4 5 NEXT Gen |
Development | Rework 1 2 3 4 5 NEXT Gen |
Organization | Rework 1 2 3 4 5 NEXT Gen |
M- Introduce the main idea that you want to focus on.�
E-Use EVIDENCE�from the text to support your argument–�
Put in “quotations” if from a text.�
A- ANALYSIS�What does this evidence suggest? Explain the relevance of the evidence.�
L – LINK Summarize the paragraph and make connections. If composing a multiple paragraph response, link one paragraph to the next to create a cohesive message.
Reminders |
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FOCUS EQ:How does Asimov’s stance on wrongness relate to our current society?.
EMBEDDED WRITING MODEL
NEXT GEN COMMUNICATORS
WHAT STRUCTURES HELP STUDENTS WRITE A PURPOSEFUL & EFFECTIVE MESSAGE?
WRITING USING CERCA (6-8)
THE WHY
BEHIND THE STRATEGY
Writing and reading go hand in hand. In partnership with purposeful reading comes opportunities to engage in text dependent writing tasks. Writing too needs structures with common language. CERCA provides that common language and writing scaffold for our NCS Middle School COMMUNICATORS to build capacity and stamina to make claims, utilize essential text-dependent evidence, dig into counterclaims, and examine audience. The CERCA writing approach can be used for argumentative, informational, or narrative writing.
NEXT GEN COMMUNICATORS
WHAT STRUCTURES HELP STUDENTS WRITE A PURPOSEFUL & EFFECTIVE MESSAGE?
WRITING USING MEAL (9-12)
THE WHY
BEHIND THE STRATEGY
High school writing takes the CERCA approach to deepen and extend the writing into a multiple paragraph and longer form writing with MEAL writing. MEAL writing requires students create meaning, utilize organization, fully develop ideas through evidence and analysis, and link paragraphs through themes and through story-lines to craft their writing, all while using professional and appropriate language for their audience.
Due to the fact that self-driving cars have to be programmed to handle every situation in the same fashion, they can be hazardous to drivers, passengers, and pedestrians. According to a study performed by the Toulouse School of Economics, autonomous vehicles will be programmed on how to handle an impossible situation: do you save the driver or pedestrians if there is a choice where one option must be chosen? The results to this study showed that 75% of Americans supported saving the pedestrian when more than one life was on the line. However, that number decreased to 25% when it was down to the driver or one pedestrian being killed. Unfortunately for those who may be faced with this algorithm as a driver or passenger, a computer cannot be conditional in the same way a human can. The vehicle will be programmed to make the same decision, regardless of the number of pedestrians, or the nature of those pedestrians - a group of drug dealers would be saved just as assuredly as a group of school children. While this was not touched on by the Toulouse study, it seems likely that drivers would feel much differently about sacrificing themselves for the drug dealers than they would for the school children. It is for this reason that autonomous vehicles are detrimental to our society. Decisions such as these require a human element that cannot be replicated through artificial intelligence or advanced sensors and cameras. Furthermore, if the car is not programmed to save the driver, what benefit does it have over a human-driven car which behaves in the same manner?
Meaning | Rework 1 2 3 4 5 NEXT Gen |
Development | Rework 1 2 3 4 5 NEXT Gen |
Organization | Rework 1 2 3 4 5 NEXT Gen |
M- Introduce the main idea that you want to focus on.�
E-Use EVIDENCE�from the text to support your argument–�
Put in “quotations” if from a text.�
A- ANALYSIS�What does this evidence suggest? Explain the relevance of the evidence.�
L – LINK Summarize the paragraph and make connections. If composing a multiple paragraph response, link one paragraph to the next to create a cohesive message.
Reminders |
|
FOCUS EQ:How does Asimov’s stance on wrongness relate to our current society?.
X – Explain the thesis again.
Y – State WHY the audience should care.
Z – Zing readers with a lasting thought.
CONCLUSION PARAGRAPH ACRONYM
A: ATTENTION GETTER / HOOK
B: BRIDGE / BACKGROUND
C: CLAIM / THESIS
INTRODUCTION PARAGRAPH ACRONYM
What is a hook?
→ A hook is an opening statement (usually the first sentence of an essay) with the goal of grabbing the reader’s attention so that they want to read on.
→ The hook should be related to the overall topic of the paper.
Types of hooks:
→ Questions
→ Quotes
→ Statistics
→ Anecdotes
A Simple Formula for ALL Introductions:
Your claim should include 3 pieces of information or reasons.
General:_____________________________________
Self-Assess
Peer-Assess
Student Notes:List key words, phrases, ideas, & questions.
Scan the notes for important vocabulary. Choose
3 to write down.
1)
2)
3)
Make a Purpose: What is our purpose for taking notes?
What is marketing?
Actively Read: Underline the 3 most important words that will allow you to synthesize the main ideas.
Recall Evidence to Support the Main Ideas: Use these 3 pieces of evidence from your notes that you will use to support your conclusion on the message the author was trying to convey in the Thinking Critically Portion of your SMART Notes
1.
2.
3.
Think Critically:
NEXT GEN COMMUNICATORS
PEER FEEDBACK PROTOCOL EXAMPLES (6-12)
Peer Feedback - Silent Conversation Protocol
This is a simple but powerful peer feedback protocol that can be tailored to a variety of needs and ages.
Variation: Peer reviewers rotate with sticky notes and simply offer stars/stairs or bless/press feedback on other pieces of work.
Peer Critique Protocol
This protocol is a student friendly version of the Critical Friends Protocol revised for students to use with one another.
Non-Negotiables
Guidelines
SENTENCE STARTERS
WRITING FORM | STUDENTS WILL... |
INTRODUCTION |
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BODY PARAGRAPHS |
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CONCLUSION |
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| |
Every Monday my seventh grade English teacher would have us copy a list of 25 words she'd written on the board. We'd then look up the dictionary definitions and copy those down. For homework, we'd re-write each word seven times.
Good, now you know it. Test on Friday and never for those 25 words to be seen again. Poof. Old school, yes. Mundane task, yes. Did it work? I don't remember. Probably not.
Copying definitions from the dictionary we would probably all agree is not an effective way to learn vocabulary. Passive learning hardly ever is. It's just often the way we learned, and as teachers, we sometimes fall back on using these ways when teaching rather than taking a good look at student data, the latest research, and then trying something new.
The truth is, and the research shows, students need multiple and various exposures to a word before they fully understand that word and can apply it. They need also to learn words in context, not stand alone lists that come and go each week. Of course the way we learn words in context, or implicitly, is by reading, then reading some more. (This is why every classroom should have a killer classroom library stocked full of high-interest, age appropriate books.)
SELECTING WORDS
Ah, so many words, so little time. When choosing which words deserve special instructional time, we don't have to do it alone. One of the biggest mistakes we teachers make in vocabulary instruction is selecting all the words for the students and not giving them a say in the matter.
My first year teaching, before my tenth graders began reading Lord of the Flies, I went through every chapter and made lists of all the vocabulary words I thought they'd have trouble with, so that I could pre-teach them.
When I looked at those long lists, I began to freak out. How will I teach all these words, and still have class time for all the other things we need to do? First off, rather than waste my time compiling lists, I should have let the kids skim the text in chapter one and select their own words.
Then, here's what to do after the students pick their own words:
Before they turn in these pre-reading charts, be sure to emphasize this is not about "being right" but that they are providing you with information to guide next steps in class vocabulary instruction.
Read through them all and use the results as a formative assessment. This data will show you which words they know, those they have some understanding of, and those words that are completely foreign to them.
The kids have selected and rated the words, and now it's your turn.
RANKING WORDS
When considering which words need the most instructional attention, let's turn to Isabel Beck's practical way of categorizing vocabulary words into three tiers:
Tier One: Basic words that rarely require instructional focus (door, house, book).
Tier Two: Words that appear with high frequency, across a variety of domains, and are crucial when using mature, academic language (coincidence, reluctant, analysis).
Tier Three: Frequency of these words is quite low and often limited to specific fields of study (isotope, Reconstruction, Buddhism).
Beck suggests that students will benefit the most academically by focusing instruction on the tier two words (since these appear with much higher frequency than tier three words, and are used across domains). So, this is when you take a look at the pre-reading vocabulary charts your kids created and choose "kind of" and "don't know at all" words that you deem to be tier two words. Go ahead and select some content-specific words (tier three) but only those directly related to the chapter, article, short story, or whatever you are about to read.
You now have a vocabulary list. It's time to teach.
TEACHING WORDS
If you haven't heard of him, I'd like to introduce Robert Marzano. This guy is pretty amazing, having spent countless hours observing students and teachers. An education researcher and teacher, he stresses that in all content areas, direct vocabulary instruction is essential and suggests six steps:
THE RATIONALE
At this point, you might be thinking that there just isn't enough time for all this pre-reading word analysis, direct instruction of vocabulary, and game playing. (You have content to teach!) So, I'd like end with a few quotes for you to consider:
Because each new word has to be studied and learned on its own, the larger your vocabulary becomes, the easier it will be to connect a new word with words you already know, and thus remember its meaning. So your learning speed, or pace, should increase as your vocabulary grows. -- Johnson O'Connor
We think with words, therefore to improve thinking, teach vocabulary. -- A. Draper and G. Moeller
RESOURCES
Books to help you focus and fine-tune your vocabulary instruction:
Bringing Words to Life by Isabel Beck�Vocabulary Games for the Classroom by Lindsey Carlton and Robert J. Marzano�Words, Words, Words by Janet Allen�Teaching Basic and Advanced Vocabulary: A Framework for Direct Instruction by Robert J. Marzano
Websites that share effective and engaging vocabulary activities:
ReadWriteThink�Reading Rockets
Doing It Differently: Tips for Teaching Vocabulary
Tips for teaching vocabulary that include letting students select the words, putting away dictionaries, and creating time for talk and play with new terms.
SLIDESMANIA.COM
INTERACTIVE LECTURE | STUDENT-LED IDENTIFICATION | RANKING/SORTING VOCABULARY | PLAY-BASED |
Summary: As a students’ vocabulary grow, so will their comprehension and adaptation to an increased vocabulary in the future. Connections will be more easily made among the Tier 2 category and the Tier 3. Strategies: (1. Writing vocab short stories, 7. Gallery walks 17. Flip for vocabulary activities) | Students self identify unknown vocabulary words from skimming text. Students then rank the words in a “know it,” “sort of,” or “don’t know at all” chart. Strategies/Resources: | Summarize: Three Tiers of Sorting: 1)Common Words- (door, book, house) 2)High Frequency Words (population, domain specific) 3)Uncommon Words (specific not going to see it often) Students will benefit the most by focusing instruction on Tier 2 Words (multiple and various exposures) Focus on Tier 2 Words students said they didn’t know. List and Link strategies/ examples to create a resource bank: Rank & Justify Google Template (1) Rank & Justify Google Template (2) | Students periodically play games to review new vocabulary; Games make it fun and encourage application. Frayer Models Vocab Cards Quick Recall Headbands Pictionary Charades |
VOCABULARY INSTRUCTION RESOURCE BANK
Frayer Model
(Word/Topic)
Definition
Example
Antonym
Image
GRAPHIC ORGANIZER RESOURCE BANK
ORGANIZER NAME + LINKED EXAMPLE | COMPARE & CONTRAST | Can be used to break down equations step by step. Use this when each step needs to be evaluated | Use this when needing to understand 1 concept at a time with support. Could be for why, what, or how. | Can be used to establish a visual to track events over time. Also, can create an info-graphic with text and visuals to provide steps or process. |
Describing Wheel: CHUNK/ SUMMARIZE MAIN TOPIC | Structuring talking points/evidence for written response | | Can be used to determine or clarify vocabulary words | |
NEXT GEN COMMUNICATORS
COMMUNICATOR EVIDENCE & SIGNALS OF SUCCESS (6-12)
(6-12) SCHOOL-WIDE WRITING EXPERIENCE (2-3X/YEAR)
(6-8) THINKCERCA READING COMPREHENSION SIGNALS (10X/ YEAR)
(6-8) iREADY DIAGNOSTIC (2-3X/ YEAR)
(9-12) INTERIM ASSESSMENT OR ACT (2-3X/YEAR)
NEXT GEN COMMUNICATOR
DASHBOARD SIGNALS
WHAT IS THE PURPOSE OF SCHOOL-WIDE WRITING EXPERIENCE?
PLACE
GROWTH
We know students who write with multiple opportunities to get feedback, receive scaffolded writing instruction, and revise grow. School wide writing assessments provide key opportunities for students and teachers to unite for success towards writing together.
CRITICAL THINKING
Our alignment to C&C themes, questions, and topics allows students to dig deeply into being Contributors, their future stories, and what they seek to create in their Community.
TEACHER CAPACITY
We are all Communication & Critical Thinking teachers regardless of the content area. School wide writing experiences serve as a powerful model of what Communication & Critical Thinking instruction can look like, how to give feedback, and discussion of what high quality writing looks like.
NEXT GEN COMMUNICATORS
COMMUNICATOR EVIDENCE & SIGNALS OF SUCCESS (6-12)
CONTENT AREA | QUARTER 1 | QUARTER 2 | QUARTER 3 | QUARTER 4 | |||||||
AUG | SEPT | OCT | NOV | DEC | JAN | JAN/FEB | FEB | MARCH | MAR/APRIL | MAY | |
ENGLISH | | | NARRATIVE SPEECH EMBEDDED IN QCA | | INFORMATIVE FULL EMBEDDED IN QCA | | | | ARGUMENTATIVE EMBEDDED IN QCA | | ARGUMENTATIVE FULL EMBEDDED IN QCA |
SCIENCE | | TCT EMBEDDED IN CQA | | | TCT EMBEDDED IN CQA | | | | TECHNICAL SCIENCE WRITING FUL L EMBEDDED IN QCA | | SCIENCE WRITING EMBEDDED IN QCA |
SOCIAL STUDIES | | | SOURCING EMBEDDED IN QCA | | ARGUMENTATIVE FULL EMBEDDED IN QCA | | | | ARGUMENTATIVE FULL EMBEDDED IN QCA | | SOURCING EMBEDDED IN QCA |
SCHOOL WIDE WRITING EXPERIENCE | | HOUSE + C&C IDENTITY FULL ESSAY | | | | FUTURE STORY & GOAL SETTING FULL ESSAY | | | | REFLECTION & RENEWAL/ CELEBRATION OF GROWTH FULL ESSAY | |
6-12 COMMUNICATORS ARE CRITICAL THINKERS
ANNUAL PLAN