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SFUSD Multilingual Pathways

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�Jigsaw

Reading Protocol

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“English learners on average engaged in school talk only 4% of the school day and in content focal discussion 2% of the school day.”

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Arreaga-Mayer and Perdomo-Rivera (1996)

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How might we increase student motivation to communicate and develop ideas?

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Connector:

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Have you tried jigsaws in your class before?

�If so, what has been your experience with them?

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Requires and helps students to...

  • Build up big ideas (claims and concepts)
  • Clarify terms and support ideas
  • Fill information gaps

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Features of Authentic Communication

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Jigsaw

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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What is a Jigsaw?

Jigsaw Overview (Expert groups variation, with group roles)

  • Structured routine to break up a text/topic and allow individual students to become experts about their section and teach each other the key takeaways
  • Students in a home group are assigned a specific role (Wordsmith, Visualizer, Questioner, Summarizer) or a specific section of a text. They then meet with an expert group with the shared role or section and prepare a lesson for their home group. Students return to their home group and take turns presenting their findings to each other.

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What does a Jigsaw look/sound like?

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[Insert discourse routine examples (video, pictures, audio, etc.)]

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[Insert discourse routine example’s prompt]

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Steps for Implementation

  • Step 1: Independent Reading in Home Groups:
      • 1’s answer question #1
      • 2’s answer question #2
      • 3’s answer question #3
      • 4’s answer question #4�
  • Step 2: Expert Groups:
    • Join an expert group with the same role or section.
    • Work together to … (write specific task here.
    • Take notes and ask questions, because you will present your findings

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  • Step 3: Home Groups:
    • Return to your home group
    • Take turns sharing out what you learned from your expert group
    • Take notes and ask questions as you complete your note-taker.

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Why use Jigsaw?

Jigsaw Purpose & Usefulness

  • Supports student to focus their reading on the most salient points
  • Allows students to efficiently unpack a text within one lesson period
  • Chunks a text into more manageable quantities
  • Grounds student discourse in content driven text
  • Increase students accountability through active listening and paraphrasing
  • Creates opportunities for students to practice reading, speaking, and listening skills
  • Engages students in the role as teacher and hold each other accountable for making meaning of a text
  • Allows the teacher to scaffold tasks and text to optimize student access and learning

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Preparing for Implementation

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Teacher Preparation

  • Handouts:
    • Label the reading into 4 different sections
    • Provide a reading guide handout with 1-2 questions corresponding to each section of the reading
      • Craft questions that highlight the main ideas of each section of the text
  • Classroom configuration:
    • Arrange students into table groups
      • Consider strategic grouping based on skill and language abilities
    • Each table group with 4 students each

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  • What materials need to be provided?
  • What other preparation should the teacher do?

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Preparing for Implementation

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Student Preparation

  • Reminded of their task (reading) and protocol steps (time alerts, sharing responsibilities, etc.)
  • Provided text with scaffolds based on their language proficiency levels

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  • What do students need to do to be ready to participate?

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Other Tips

  • Differentiate reading by numbers
    • E.g. 1’s read section 1 with the lowest lexile level
    • E.g. 4’s read section 4 with the highest lexile levels
  • Provide enough space between table groups so that students can hear each other talk

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  • How does this interaction structure support English language development?
  • How does it support content development?
  • How do you think you may roll this out with your students? (i.e. how may you adapt or modify this for your context?)

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Strategy Debrief

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When to use a Jigsaw?

  • Planning to read texts with multiple main ideas that may be difficult for students to read and comprehend by themselves.
  • When reading a text containing academic vocabulary that may be new to students.

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Examples in Social Studies

  • Identify reasons for the fall of Rome
  • Describe Push/Pull factors for different immigrant communities
  • Discuss the effect of colonialism on native communities (Jigsaw different communities or different effects)

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Examples in Math

  • Solve a problem using different methods and teach the method to your home group
  • Manipulate different polygons on a coordinate plane and explain the process/ equations
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Examples in ELA

  • Literature Circles
  • Review different genres about the same theme and teach your homegroup how the theme shows up in your genre.
  • Read different authors perspectives on a single event and analyze tone and word choice and how it conveys their perspective.

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Examples in Science

  • How can we manage our forests? Study different forest management systems in regards to fire ecology. Choose one to advocate for.
  • Teach your home group about your cycle of matter. What are common features in each cycle?
  • Describe the limiting factors in each environment and how it affects the carrying capacity. (Can jigsaw the limiting factors or different environments)

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Further Resources

Collaborative Reading Sequence

Collaborative Reading Roles

Discussion Rubric

Student Talk Moves

Example Reading Guide (narrative fiction)

Example Reading Guide (informational)

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Questions?

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