start smart 1.0 revised resources - schoolwires · 2016-10-17 · start smart-conversation...

4th Grade Start Smart 1.0

Revised

Resources

4th Grade Resources

4th Grade- Designated ELD Resources 8•11•16 FINAL

2

Start Smart-Conversation Practices Resources Lessons 1-3

1. Conversation Norms Poster 2. Visual Text for Teacher Modeling-Lessons 1

and 2 3. Listening Task Poster--CREATE 4. Model/Non-Model Script-Lessons 1 & 2 5. Constructive Conversation Game-CREATE

Cards 6. Visual Text for Student Practice-CREATE-

Lessons 1 & 2 7. Visual Text for Teacher Modeling- Lesson 3 8. Model/Non-Model Script-Lesson 3 9. Visual Text for Student Practice-Lesson 3 10. Self-Assess Poster

11. Student Progress Form and Poster Sample

4th Grade Resources


3

(SPF) (at the end of resources)

4th Grade Resources


4

Conversation Norms

1. Use your think time

2. Use the language of the skill

3. Use your conversation voice

4. Listen respectfully

5. Take turns and build on each other’s ideas

4th Grade Resources


5

LISTENING TASK FOR CREATE

HOW DID EACH PARTNER?

• state his/her ideas? • take turns sharing their ideas? • stay on topic? • build on each other’s ideas?

4th Grade Resources


6

Visual Text for Teacher Modeling-Lessons 1 & 2

4th Grade Resources


7

Visual Text for Student Practice Lessons 1-2

4th Grade Resources


8

Model and Non-Model Scripts-Lessons 1-2

PROMPT: What do you notice in the visual text?

MODEL:

Student A: I notice kids. What do you notice in the visual text?

CR

Student B: I notice the kids are sitting down in a circle. What else do you notice?

CR

Student A: I notice that each boy is placing one hand in the center. What else do you want to add?

CR

Student B: I notice that, too. I would like to add that each hand is overlapping the next. What else do you notice?

CR

Student A: I notice all the boys are wearing sneakers. What do you notice?

CR

Student B: I notice they are inside a building. What do you notice?

CR

Student A: I notice tile floor. What do you notice? CR Student B: I notice some kids have smiles on their faces. CR

4th Grade Resources


9

NON-MODEL:

Student A: They are playing a game. Student A: All of them are boys. What do you

notice in the visual text? Student B: All of the boys are wearing sneakers. Student B: I like to wear shorts when it is hot. What

do you notice in the visual text? Student A: I like basketball. Student B: I like basketball too. What do you notice

in the visual text? Student A: (no turn taken) Student B: (no turn taken)

4th Grade Resources


10

Constructive Conversation Game-CREATE

4th Grade Resources


11

Visual Text for Teacher Modeling Lesson 3

4th Grade Resources


12

Model and Non-Model-Day 3

PROMPT: What do you notice in the visual text?

Model: Student A: I notice children who are gathered around

a man. What do you notice? CR

Student B: I notice a soccer ball. What do you notice?

CR

Student A: I notice a man. What do you notice? CR Student B: I notice children and a man. What else do

you notice? CR

Student A: I also notice they are all wearing the same shirt. What do you notice?

CR

Student B: I notice six children. What do you notice? CR Student A: I notice they are outside. What do you

notice? CR

Student B: I notice the man wearing a whistle. CR

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13

Non-Model: Student A: I see kids in the picture.

Student A: I notice they are playing soccer. What do you see?

Student A: I see a soccer ball. What else do you notice?

Student B: I notice a ball too.

Student A: I love to play soccer.

Student B: They are wearing uniforms.

Student A: I play with a team. What else do you notice in the visual text?

Student B: I notice a man. He’s a coach.

4th Grade Resources


14

Visual Text for Student Practice-Lesson 3

4th Grade Resources


15

Self-Assess

1. I am still learning the Constructive Conversation Skill

2. I need more practice using the Constructive Conversation Skill

3. I understand but need more practice using the Constructive Conversation Skill

4. I understand but I am not ready to explain the Constructive Conversation Skill

5. I understand and I can explain the Constructive Conversation Skill

4th Grade Resources


16


1. Conversation Norms Poster-Lessons 4-6 2. Listening Task Poster--CLARIFY 3. Visual Text for Teacher Modeling-Lessons 4-6 4. Visual Text for Student Practice- CLARIFY -

Lessons 4-6 5. Model/Non-Model Script- Lessons 4-6 6. Constructive Conversation Game- CLARIFY

Cards 7. Visual Text for Teacher Modeling-Lesson 6 8. Model/Non-Model Script- Lesson 6 9. Visual Text for Student Practice- Lesson 6

10. Self-Assess Poster

4th Grade Resources


17

Conversation Norms






4th Grade Resources


18

Listening Task- CLARIFY

How did each partner:

• state his/her ideas? • take turns sharing their

ideas? • make their ideas clearer? • stay on topic? • build on each other’s ideas?

4th Grade Resources


19

Visual Text for Teacher Modeling - Lessons 4-5

4th Grade Resources


20

Visual Text for Student Practice - Lesson 4-5

4th Grade Resources


21

Model and Non-Model Scripts-Lessons 4-5

PROMPT: What do you notice in the visual text? Provide details. Model Student A: I notice there are nine kids and they are

all boys. What do you notice in the visual text?

CL

Student B: I notice all the boys are sitting down on their bottoms forming a circle on the tile floor and they are crossed legged. What other details can you add from the visual text?

CL

Student A: I notice they are all boys. They are wearing sneakers. What other details can you add?

CL

Student B: I notice all nine boys are putting their hands together in the middle of the group. Is there another detail you can add from the visual text?

CL

Student A: I also notice the shirts the boys are wearing are all different colors. What else do you notice?

CL

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22

Student B: I notice they are inside a building. What do you notice in the visual text?

CL

Student A: I notice the boys are sitting on a tile floor. What do you notice in the visual text?

CL

Student B: I notice some of the boys have smiles on their faces.

CL

Non-Model:

Student A: They are playing a game.

Student A: All of them are boys. What do you notice in the visual text?

Student B: All the boys are wearing sneakers.

Student B: I like to wear shorts when it is hot. What do you notice in the visual text?

Student A: I like basketball.

Student B: I like basketball too. What do you notice in the visual text?

Student A: I think they are tired.

Student A: I think they are done playing basketball.

4th Grade Resources


23

Constructive Conversation Game- CLARIFY

© Z

wier

s, O’

Hara

, & P

ritch

ard (

2014

)

Cla

rify

© Zwiers

, O’Hara, &

Pritchard

(2014)

Common

Core Sta

ndards in

diverse c

lassroom

s: Esse

ntial prac

tices for d

eveloping

academic

lang

uage and

disciplin

ary litera

cy. Stenh

ouse Pub

lishers |

ALDNetw

ork.org

Goa

l: Student

s inde

pendently

build up

idea

s (knowle

dge,

agreeme

nt, soluti

on) usin

g these s

kills.

Prompt sta

rters:

What is y

our idea?

How

can we c

ombine th

ese ideas?

Wha

t do we nee

d to do?

What are

other poin

ts of view

? Wha

t do you th

ink about…

? Why

…How…I

wonder…

Response

starters:

One

idea could

be …

My hypoth

esis is…

That rem

inds me o

f… I not

iced the p

attern of…

I thin

k it depen

ds on…

Prompt sta

rters:

What is y

our opinio

n? Whe

re do you

disagree?

How mig

ht we take

the best

from both

ideas?

How can

we decide

which is

the more _

__ idea?

How does

evidence

for your

argument c

ompare to

mine?

How doe

the two ide

as similar

and differe

nt? Whic

h has the s

trongest

evidence?

Response

starters:

I see

it a differe

nt way,

On the oth

er hand, …

A po

int of disa

greement th

at I have

is…

Even thou

gh it seem

s that …,

That

is a valid

point, but

… I thin

k the nega

tives

of… outw

eigh the

positives

of …

Constru

ctive

Convers

ation Sk

ills Pos

ter

Negotia

te

Prompt sta

rters:

Can you g

ive an exa

mple

from the t

ext? Whe

re does it

say that?

What are

examples

from

other texts

? Wha

t is a real

world

example?

Are t

here any c

ases of th

at in re

al life?

Can you g

ive an exa

mple

from your

life?

What is th

e stronges

t supp

ort for…?

Response

starters:

For e

xample,

In the tex

t it said

that…

Remembe

r in the ot

her story

we read

that…

An examp

le from m

y life is

One case

that illustr

ates this

is… Strong sup

porting ev

idence is

Prompt sta

rters:

Can you e

laborate o

n the…?

What doe

s that mea

n? Wha

t do you m

ean by....?

Can

you clarify

the part

about…?

Say more a

bout…

Why.. Ho

w…What…

When…

How is th

at importa

nt? How

does it su

pport you

r point

that…

I understa

nd the par

t about…,

but I

want to k

now…

Can you b

e more sp

ecific?

Is what I j

ust said c

lear?

Does that

make sens

e? Do y

ou know w

hat I mea

n? Wha

t do you th

ink? I’m n

ot sure if

I was clea

r.

Response

starters:

I thin

k it means…

In ot

her words,

More

specifical

ly, it is …

beca

use…

An analog

y might b

e… It is i

mportant b

ecause…

Let m

e see if I h

eard you

right…

To paraph

rase what

you just s

aid, you…

In ot

her words,

you are

saying tha

t… Wha

t I underst

ood was…

It sou

nds like y

ou think

that…

It all boil

s down to…

A dif

ferent way

to say it..

Clarify

Fortify

BU

ILD IDE

A

Create

Cla

rify

© Zwiers

, O’Hara, &

Pritchard

(2014)

Common

Core Sta

ndards in

diverse c

lassroom

s: Esse

ntial prac

tices for d

eveloping

academic

lang

uage and

disciplin

ary litera

cy. Stenh

ouse Pub

lishers |

ALDNetw

ork.org

Goa

l: Student

s inde

pendently

build up

idea

s (knowle

dge,

agreeme

nt, soluti

on) usin

g these s

kills.

Prompt sta

rters:

What is y

our idea?

How

can we c

ombine th

ese ideas?

Wha

t do we nee

d to do?

What are

other poin

ts of view

? Wha

t do you th

ink about…

? Why

…How…I

wonder…

Response

starters:

One

idea could

be …

My hypoth

esis is…

That rem

inds me o

f… I not

iced the p

attern of…

I thin

k it depen

ds on…

Prompt sta

rters:

What is y

our opinio

n? Whe

re do you

disagree?

How mig

ht we take

the best

from both

ideas?

How can

we decide

which is

the more _

__ idea?

How does

evidence

for your

argument c

ompare to

mine?

How doe

the two ide

as similar

and differe

nt? Whic

h has the s

trongest

evidence?

Response

starters:

I see

it a differe

nt way,

On the oth

er hand, …

A po

int of disa

greement th

at I have

is…

Even thou

gh it seem

s that …,

That

is a valid

point, but

… I thin

k the nega

tives

of… outw

eigh the

positives

of …

Constru

ctive

Convers

ation Sk

ills Pos

ter

Negotia

te

Prompt sta

rters:

Can you g

ive an exa

mple

from the t

ext? Whe

re does it

say that?

What are

examples

from

other texts

? Wha

t is a real

world

example?

Are t

here any c

ases of th

at in re

al life?

Can you g

ive an exa

mple

from your

life?

What is th

e stronges

t supp

ort for…?

Response

starters:

For e

xample,

In the tex

t it said

that…

Remembe

r in the ot

her story

we read

that…

An examp

le from m

y life is

One case

that illustr

ates this

is… Strong sup

porting ev

idence is

Prompt sta

rters:

Can you e

laborate o

n the…?

What doe

s that mea

n? Wha

t do you m

ean by....?

Can

you clarify

the part

about…?

Say more a

bout…

Why.. Ho

w…What…

When…

How is th

at importa

nt? How

does it su

pport you

r point

that…

I understa

nd the par

t about…,

but I

want to k

now…

Can you b

e more sp

ecific?

Is what I j

ust said c

lear?

Does that

make sens

e? Do y

ou know w

hat I mea

n? Wha

t do you th

ink? I’m n

ot sure if

I was clea

r.

Response

starters:

I thin

k it means…

In ot

her words,

More

specifical

ly, it is …

beca

use…

An analog

y might b

e… It is i

mportant b

ecause…

Let m

e see if I h

eard you

right…

To paraph

rase what

you just s

aid, you…

In ot

her words,

you are

saying tha

t… Wha

t I underst

ood was…

It sou

nds like y

ou think

that…

It all boil

s down to…

A dif

ferent way

to say it..

Clarify

Fortify

BU

ILD IDE

A

Create

Cla

rify

© Zwiers

, O’Hara, &

Pritchard

(2014)

Common

Core Sta

ndards in

diverse c

lassroom

s: Esse

ntial prac

tices for d

eveloping

academic

lang

uage and

disciplin

ary litera

cy. Stenh

ouse Pub

lishers |

ALDNetw

ork.org

Goa

l: Student

s inde

pendently

build up

idea

s (knowle

dge,

agreeme

nt, soluti

on) usin

g these s

kills.

Prompt sta

rters:

What is y

our idea?

How

can we c

ombine th

ese ideas?

Wha

t do we nee

d to do?

What are

other poin

ts of view

? Wha

t do you th

ink about…

? Why

…How…I

wonder…

Response

starters:

One

idea could

be …

My hypoth

esis is…

That rem

inds me o

f… I not

iced the p

attern of…

I thin

k it depen

ds on…

Prompt sta

rters:

What is y

our opinio

n? Whe

re do you

disagree?

How mig

ht we take

the best

from both

ideas?

How can

we decide

which is

the more _

__ idea?

How does

evidence

for your

argument c

ompare to

mine?

How doe

the two ide

as similar

and differe

nt? Whic

h has the s

trongest

evidence?

Response

starters:

I see

it a differe

nt way,

On the oth

er hand, …

A po

int of disa

greement th

at I have

is…

Even thou

gh it seem

s that …,

That

is a valid

point, but

… I thin

k the nega

tives

of… outw

eigh the

positives

of …

Constru

ctive

Convers

ation Sk

ills Pos

ter

Negotia

te

Prompt sta

rters:

Can you g

ive an exa

mple

from the t

ext? Whe

re does it

say that?

What are

examples

from

other texts

? Wha

t is a real

world

example?

Are t

here any c

ases of th

at in re

al life?

Can you g

ive an exa

mple

from your

life?

What is th

e stronges

t supp

ort for…?

Response

starters:

For e

xample,

In the tex

t it said

that…

Remembe

r in the ot

her story

we read

that…

An examp

le from m

y life is

One case

that illustr

ates this

is… Strong sup

porting ev

idence is

Prompt sta

rters:

Can you e

laborate o

n the…?

What doe

s that mea

n? Wha

t do you m

ean by....?

Can

you clarify

the part

about…?

Say more a

bout…

Why.. Ho

w…What…

When…

How is th

at importa

nt? How

does it su

pport you

r point

that…

I understa

nd the par

t about…,

but I

want to k

now…

Can you b

e more sp

ecific?

Is what I j

ust said c

lear?

Does that

make sens

e? Do y

ou know w

hat I mea

n? Wha

t do you th

ink? I’m n

ot sure if

I was clea

r.

Response

starters:

I thin

k it means…

In ot

her words,

More

specifical

ly, it is …

beca

use…

An analog

y might b

e… It is i

mportant b

ecause…

Let m

e see if I h

eard you

right…

To paraph

rase what

you just s

aid, you…

In ot

her words,

you are

saying tha

t… Wha

t I underst

ood was…

It sou

nds like y

ou think

that…

It all boil

s down to…

A dif

ferent way

to say it..

Clarify

Fortify

BU

ILD IDE

A

Create

Cla

rify

© Zwiers

, O’Hara, &

Pritchard

(2014)

Common

Core Sta

ndards in

diverse c

lassroom

s: Esse

ntial prac

tices for d

eveloping

academic

lang

uage and

disciplin

ary litera

cy. Stenh

ouse Pub

lishers |

ALDNetw

ork.org

Goa

l: Student

s inde

pendently

build up

idea

s (knowle

dge,

agreeme

nt, soluti

on) usin

g these s

kills.

Prompt sta

rters:

What is y

our idea?

How

can we c

ombine th

ese ideas?

Wha

t do we nee

d to do?

What are

other poin

ts of view

? Wha

t do you th

ink about…

? Why

…How…I

wonder…

Response

starters:

One

idea could

be …

My hypoth

esis is…

That rem

inds me o

f… I not

iced the p

attern of…

I thin

k it depen

ds on…

Prompt sta

rters:

What is y

our opinio

n? Whe

re do you

disagree?

How mig

ht we take

the best

from both

ideas?

How can

we decide

which is

the more _

__ idea?

How does

evidence

for your

argument c

ompare to

mine?

How doe

the two ide

as similar

and differe

nt? Whic

h has the s

trongest

evidence?

Response

starters:

I see

it a differe

nt way,

On the oth

er hand, …

A po

int of disa

greement th

at I have

is…

Even thou

gh it seem

s that …,

That

is a valid

point, but

… I thin

k the nega

tives

of… outw

eigh the

positives

of …

Constru

ctive

Convers

ation Sk

ills Pos

ter

Negotia

te

Prompt sta

rters:

Can you g

ive an exa

mple

from the t

ext? Whe

re does it

say that?

What are

examples

from

other texts

? Wha

t is a real

world

example?

Are t

here any c

ases of th

at in re

al life?

Can you g

ive an exa

mple

from your

life?

What is th

e stronges

t supp

ort for…?

Response

starters:

For e

xample,

In the tex

t it said

that…

Remembe

r in the ot

her story

we read

that…

An examp

le from m

y life is

One case

that illustr

ates this

is… Strong sup

porting ev

idence is

Prompt sta

rters:

Can you e

laborate o

n the…?

What doe

s that mea

n? Wha

t do you m

ean by....?

Can

you clarify

the part

about…?

Say more a

bout…

Why.. Ho

w…What…

When…

How is th

at importa

nt? How

does it su

pport you

r point

that…

I understa

nd the par

t about…,

but I

want to k

now…

Can you b

e more sp

ecific?

Is what I j

ust said c

lear?

Does that

make sens

e? Do y

ou know w

hat I mea

n? Wha

t do you th

ink? I’m n

ot sure if

I was clea

r.

Response

starters:

I thin

k it means…

In ot

her words,

More

specifical

ly, it is …

beca

use…

An analog

y might b

e… It is i

mportant b

ecause…

Let m

e see if I h

eard you

right…

To paraph

rase what

you just s

aid, you…

In ot

her words,

you are

saying tha

t… Wha

t I underst

ood was…

It sou

nds like y

ou think

that…

It all boil

s down to…

A dif

ferent way

to say it..

Clarify

Fortify

BU

ILD IDE

A

Create

4th Grade Resources


24


4th Grade Resources


25

Model and Non-Model Scripts- Lesson 6

Prompt: What do you notice in the visual text? Provide details. Model: Student A: I notice children sitting in a circle around a man

and they are outside on the green grass. What do you notice?

CR CL

CR CL

Student B: I notice the man who has a white soccer ball by his feet. He is sitting on the grass in front of the six children. What do you notice?

CR CL

CR

Student A: I notice the man sitting on the grass with his hands to his side and a soccer ball at his feet. He is looking at the children who are sitting in front of him on the grass. What else do you notice?

CL CR

Student B: I also notice all the kids looking at the man. They are all wearing shirts that are the same color. What else do can you add about what you notice in the visual text?

CL CR CL

Student A: I notice there are three girls and three boys. All the girls have long hair that is pulled back into a pony tail. What other details do you notice?

CL CR

Student B: I also notice the man is wearing a whistle CL CR

4th Grade Resources


26

around his neck.

Student A: I notice all the children are wearing blue and white soccer jerseys and two are wearing blue socks. What other detail can you add about what you notice?

CL CR

Student B: I notice they are outdoors. The children and the man are sitting on a field of green grass in the day light.

CL CR

Non-Model Student A: I notice children. Your turn.

Student B: I see the man talking to the children. What do you notice?

Student A: I think this is about kids playing soccer.

Student B: The man is talking to them about how to play the game. What do you notice?

Student A: There are girls. What more do you see?

Student A: All the children are wearing uniforms. What do you see?

4th Grade Resources


27

Visual Text for Student Practice Lesson 6

4th Grade Resources


28

Self -Assess

1 – I am still learning the Constructive Conversation Skill

2 – I need more practice using the Constructive Conversation Skill

3 - I am confident but need more practice using the Constructive Conversation Skill

4 – I am confident but I am not yet ready to explain the Constructive Conversation Skill

5 – I am confident and I can explain the Constructive Conversation Skill

4th Grade Resources


29


1. Conversation Norms Poster 2. Listening Task Poster--FORTIFY 3. Visual Text for Teacher Modeling-Lessons 8-

10 4. Visual Text for Student Practice- FORTIFY -

Lesson 10 5. Model/Non-Model Script-Lessons 8-10 6. Constructive Conversation Game- FORTIFY

Cards 7. Visual Text for Teacher Modeling- Lesson 10 8. Model/Non-Model Script-Lesson10 9. Visual Text for Student Practice-Lesson 10 10. Self-Assess Poster

4th Grade Resources


30

Conversation Norms






4th Grade Resources


31

Listening Task for FORTIFY How did each partner:

• state his/her ideas? • take turns sharing their

ideas? • support their ideas with

evidence? • stay on topic? • build on each other’s ideas?

4th Grade Resources


32

Visual Text for Teacher Modeling-Lessons 8-9

4th Grade Resources


33

Visual Text for Student Practice-Lessons 8-9

4th Grade Resources


34

Model and Non-Model - Lessons 8 - 9

Prompt: What is happening in this visual text? Provide evidence from the text to support your claim (each student has to make a claim). Model: Student A: What is happening in the visual text is that all

the kids are out on an environmental clean-up field trip with their class. What do you think is happening in the visual text?

CR

Student B: An idea I have is that all the teenagers are out collecting recyclable materials with their class. Can you provide some evidence from the text to support your claim?

CR

Student A: I notice teenagers picking up trash in a field of grass. All the teenagers are wearing white T-shirts. I also notice there is woman with a blue dress off to the side. I think this is the teacher and she is supervising them. What evidence are you using for your claim?

F

Student B: Two students are placing items in the green bag while two more students are putting

F

4th Grade Resources


35

items into a blue bucket. I think they are placing items away to recycle them. What can you add to your claim?

Student A: I notice the teenagers are wearing gloves and face masks. They also brought rakes and containers where they are placing the trash. I think this shows that they came prepared to clean up together as a group. Can you show me where you find evidence that supports that teenagers are collecting recyclable materials?

CL

Student B: There is a green and blue bucket. There is also a green bag. The teenagers are also bending over to pick up trash and to place it in the containers. I think they are sorting through the trash looking for recyclables.

F

Student A: I think what is happening in the text is that a class of teenagers and their teacher are on an environmental clean-up.

F

Student B: Based on the evidence I cited from the visual text, I think the teacher is leading the class as they collect and sort materials for recycling.

F

4th Grade Resources


36

Non-Model: Student A: The kids are cleaning up a soccer field.

What is happening in the visual text?

Student B: I see a bunch of kids. Now you go. Student A: I see a lot of trash. Student B: Kids have buckets and rakes. Student A: There is so much trash and it looks

disgusting. Student B: Their shoes will get dirty. Student A: Why do they have gloves? Student B: I think they have gloves so they don’t get

dirty.

4th Grade Resources


37

Constructive Conversation Game- FORTIFY

© Z

wier

s, O’

Hara

, & P

ritch

ard

(201

4)

For

tify

© Zw

iers, O

’Hara

, & Pr

itchard

(2014

) Co

mmon

Core

Stand

ards in

diver

se cla

ssroo

ms:

Essen

tial p

ractic

es for

devel

oping

acad

emic

langu

age a

nd di

scipli

nary

literac

y. Ste

nhouse

Publi

shers

| ALD

Netwo

rk.org

Goal:

Stud

ents

indep

ende

ntly b

uild u

p ide

as (k

nowle

dge,

agree

ment,

solut

ion)

using

thes

e skill

s.

Prom

pt sta

rters:

Wh

at is y

our ide

a? Ho

w can

we co

mbine

these

ideas?

Wh

at do w

e need

to do?

Wh

at are o

ther p

oints o

f view

? Wh

at do y

ou thi

nk abo

ut…?

Why…

How…

I wond

er…

Respo

nse sta

rters:

On

e idea

could b

e …

My hy

pothes

is is…

Th

at rem

inds m

e of…

I n

oticed

the pa

ttern o

f…

I think

it dep

ends o

n…

Prom

pt sta

rters:

Wh

at is y

our op

inion?

Wh

ere do

you d

isagre

e? Ho

w migh

t we ta

ke the

best

from b

oth ide

as?

How c

an we

decid

e whic

h is

the mo

re ___

idea?

How d

oes ev

idence

for y

our

argum

ent co

mpare

to mi

ne?

How d

oe the

two id

eas sim

ilar

and dif

ferent

? Wh

ich ha

s the s

tronge

st evi

dence?

Respo

nse sta

rters:

I se

e it a d

ifferen

t way,

On

the oth

er hand

, …

A poin

t of dis

agreem

ent tha

t I hav

e is…

Even

though

it see

ms tha

t …,

That i

s a va

lid po

int, bu

t…

I think

the ne

gative

s of…

outwe

igh the

pos

itives

of …

Cons

tructi

ve

Conv

ersati

on Sk

ills

Poste

r

Nego

tiate

Prom

pt sta

rters:

Ca

n you

give a

n exam

ple

from t

he tex

t? Wh

ere do

es it s

ay tha

t? Wh

at are e

xample

s from

oth

er text

s? Wh

at is a

real w

orld

examp

le?

Are th

ere an

y case

s of th

at in r

eal lif

e? Ca

n you

give a

n exam

ple

from y

our lif

e? Wh

at is th

e stro

ngest

suppor

t for…

?

Respo

nse sta

rters:

Fo

r exam

ple,

In the

text it

sai

d that…

Re

memb

er in th

e othe

r story

we

read th

at…

An ex

ample

from m

y life i

s On

e case

that il

lustra

tes thi

s is…

Str

ong su

pportin

g evid

ence is

Prom

pt sta

rters:

Ca

n you

elabor

ate on

the…?

Wh

at does

that m

ean?

Wh

at do y

ou me

an by.

...?

Can y

ou cla

rify the

part

about…

? Say

more a

bout…

Wh

y.. Ho

w…Wh

at…Wh

en…

How i

s that i

mport

ant?

How d

oes it

suppor

t your

point

that…

I u

ndersta

nd the

part a

bout…

, but

I want

to kno

w…

Can y

ou be

more s

pecific

? Is w

hat I j

ust sa

id clea

r? Do

es tha

t make

sense

? Do

you k

now wh

at I me

an?

What d

o you

think?

I’m

not su

re if I

was c

lear.

Respo

nse sta

rters:

I th

ink it

means

… In

other w

ords,

More s

pecific

ally, it

is …

becaus

e…

An an

alogy

might

be…

It is im

portan

t becau

se…

Let m

e see

if I he

ard yo

u rig

ht…

To pa

raphra

se wh

at you

just sa

id, you

… In

other w

ords, y

ou are

say

ing tha

t…

What I

under

stood

was…

It s

ounds

like y

ou thi

nk tha

t…

It all b

oils d

own to

… A d

ifferen

t way

to say

it..

Clar

ify

Forti

fy

BU

ILD

IDEA

Crea

te

For

tify

© Zw

iers, O

’Hara

, & Pr

itchard

(2014

) Co

mmon

Core

Stand

ards in

diver

se cla

ssroo

ms:

Essen

tial p

ractic

es for

devel

oping

acad

emic

langu

age a

nd di

scipli

nary

literac

y. Ste

nhouse

Publi

shers

| ALD

Netwo

rk.org

Goal:

Stud

ents

indep

ende

ntly b

uild u

p ide

as (k

nowle

dge,

agree

ment,

solut

ion)

using

thes

e skill

s.

Prom

pt sta

rters:

Wh

at is y

our ide

a? Ho

w can

we co

mbine

these

ideas?

Wh

at do w

e need

to do?

Wh

at are o

ther p

oints o

f view

? Wh

at do y

ou thi

nk abo

ut…?

Why…

How…

I wond

er…

Respo

nse sta

rters:

On

e idea

could b

e …

My hy

pothes

is is…

Th

at rem

inds m

e of…

I n

oticed

the pa

ttern o

f…

I think

it dep

ends o

n…

Prom

pt sta

rters:

Wh

at is y

our op

inion?

Wh

ere do

you d

isagre

e? Ho

w migh

t we ta

ke the

best

from b

oth ide

as?

How c

an we

decid

e whic

h is

the mo

re ___

idea?

How d

oes ev

idence

for y

our

argum

ent co

mpare

to mi

ne?

How d

oe the

two id

eas sim

ilar

and dif

ferent

? Wh

ich ha

s the s

tronge

st evi

dence?

Respo

nse sta

rters:

I se

e it a d

ifferen

t way,

On

the oth

er hand

, …

A poin

t of dis

agreem

ent tha

t I hav

e is…

Even

though

it see

ms tha

t …,

That i

s a va

lid po

int, bu

t…

I think

the ne

gative

s of…

outwe

igh the

pos

itives

of …

Cons

tructi

ve

Conv

ersati

on Sk

ills

Poste

r

Nego

tiate

Prom

pt sta

rters:

Ca

n you

give a

n exam

ple

from t

he tex

t? Wh

ere do

es it s

ay tha

t? Wh

at are e

xample

s from

oth

er text

s? Wh

at is a

real w

orld

examp

le?

Are th

ere an

y case

s of th

at in r

eal lif

e? Ca

n you

give a

n exam

ple

from y

our lif

e? Wh

at is th

e stro

ngest

suppor

t for…

?

Respo

nse sta

rters:

Fo

r exam

ple,

In the

text it

sai

d that…

Re

memb

er in th

e othe

r story

we

read th

at…

An ex

ample

from m

y life i

s On

e case

that il

lustra

tes thi

s is…

Str

ong su

pportin

g evid

ence is

Prom

pt sta

rters:

Ca

n you

elabor

ate on

the…?

Wh

at does

that m

ean?

Wh

at do y

ou me

an by.

...?

Can y

ou cla

rify the

part

about…

? Say

more a

bout…

Wh

y.. Ho

w…Wh

at…Wh

en…

How i

s that i

mport

ant?

How d

oes it

suppor

t your

point

that…

I u

ndersta

nd the

part a

bout…

, but

I want

to kno

w…

Can y

ou be

more s

pecific

? Is w

hat I j

ust sa

id clea

r? Do

es tha

t make

sense

? Do

you k

now wh

at I me

an?

What d

o you

think?

I’m

not su

re if I

was c

lear.

Respo

nse sta

rters:

I th

ink it

means

… In

other w

ords,

More s

pecific

ally, it

is …

becaus

e…

An an

alogy

might

be…

It is im

portan

t becau

se…

Let m

e see

if I he

ard yo

u rig

ht…

To pa

raphra

se wh

at you

just sa

id, you

… In

other w

ords, y

ou are

say

ing tha

t…

What I

under

stood

was…

It s

ounds

like y

ou thi

nk tha

t…

It all b

oils d

own to

… A d

ifferen

t way

to say

it..

Clar

ify

Forti

fy

BU

ILD

IDEA

Crea

te

For

tify

© Zw

iers, O

’Hara

, & Pr

itchard

(2014

) Co

mmon

Core

Stand

ards in

diver

se cla

ssroo

ms:

Essen

tial p

ractic

es for

devel

oping

acad

emic

langu

age a

nd di

scipli

nary

literac

y. Ste

nhouse

Publi

shers

| ALD

Netwo

rk.org

Goal:

Stud

ents

indep

ende

ntly b

uild u

p ide

as (k

nowle

dge,

agree

ment,

solut

ion)

using

thes

e skill

s.

Prom

pt sta

rters:

Wh

at is y

our ide

a? Ho

w can

we co

mbine

these

ideas?

Wh

at do w

e need

to do?

Wh

at are o

ther p

oints o

f view

? Wh

at do y

ou thi

nk abo

ut…?

Why…

How…

I wond

er…

Respo

nse sta

rters:

On

e idea

could b

e …

My hy

pothes

is is…

Th

at rem

inds m

e of…

I n

oticed

the pa

ttern o

f…

I think

it dep

ends o

n…

Prom

pt sta

rters:

Wh

at is y

our op

inion?

Wh

ere do

you d

isagre

e? Ho

w migh

t we ta

ke the

best

from b

oth ide

as?

How c

an we

decid

e whic

h is

the mo

re ___

idea?

How d

oes ev

idence

for y

our

argum

ent co

mpare

to mi

ne?

How d

oe the

two id

eas sim

ilar

and dif

ferent

? Wh

ich ha

s the s

tronge

st evi

dence?

Respo

nse sta

rters:

I se

e it a d

ifferen

t way,

On

the oth

er hand

, …

A poin

t of dis

agreem

ent tha

t I hav

e is…

Even

though

it see

ms tha

t …,

That i

s a va

lid po

int, bu

t…

I think

the ne

gative

s of…

outwe

igh the

pos

itives

of …

Cons

tructi

ve

Conv

ersati

on Sk

ills

Poste

r

Nego

tiate

Prom

pt sta

rters:

Ca

n you

give a

n exam

ple

from t

he tex

t? Wh

ere do

es it s

ay tha

t? Wh

at are e

xample

s from

oth

er text

s? Wh

at is a

real w

orld

examp

le?

Are th

ere an

y case

s of th

at in r

eal lif

e? Ca

n you

give a

n exam

ple

from y

our lif

e? Wh

at is th

e stro

ngest

suppor

t for…

?

Respo

nse sta

rters:

Fo

r exam

ple,

In the

text it

sai

d that…

Re

memb

er in th

e othe

r story

we

read th

at…

An ex

ample

from m

y life i

s On

e case

that il

lustra

tes thi

s is…

Str

ong su

pportin

g evid

ence is

Prom

pt sta

rters:

Ca

n you

elabor

ate on

the…?

Wh

at does

that m

ean?

Wh

at do y

ou me

an by.

...?

Can y

ou cla

rify the

part

about…

? Say

more a

bout…

Wh

y.. Ho

w…Wh

at…Wh

en…

How i

s that i

mport

ant?

How d

oes it

suppor

t your

point

that…

I u

ndersta

nd the

part a

bout…

, but

I want

to kno

w…

Can y

ou be

more s

pecific

? Is w

hat I j

ust sa

id clea

r? Do

es tha

t make

sense

? Do

you k

now wh

at I me

an?

What d

o you

think?

I’m

not su

re if I

was c

lear.

Respo

nse sta

rters:

I th

ink it

means

… In

other w

ords,

More s

pecific

ally, it

is …

becaus

e…

An an

alogy

might

be…

It is im

portan

t becau

se…

Let m

e see

if I he

ard yo

u rig

ht…

To pa

raphra

se wh

at you

just sa

id, you

… In

other w

ords, y

ou are

say

ing tha

t…

What I

under

stood

was…

It s

ounds

like y

ou thi

nk tha

t…

It all b

oils d

own to

… A d

ifferen

t way

to say

it..

Clar

ify

Forti

fy

BU

ILD

IDEA

Crea

te

For

tify

© Zw

iers, O

’Hara

, & Pr

itchard

(2014

) Co

mmon

Core

Stand

ards in

diver

se cla

ssroo

ms:

Essen

tial p

ractic

es for

devel

oping

acad

emic

langu

age a

nd di

scipli

nary

literac

y. Ste

nhouse

Publi

shers

| ALD

Netwo

rk.org

Goal:

Stud

ents

indep

ende

ntly b

uild u

p ide

as (k

nowle

dge,

agree

ment,

solut

ion)

using

thes

e skill

s.

Prom

pt sta

rters:

Wh

at is y

our ide

a? Ho

w can

we co

mbine

these

ideas?

Wh

at do w

e need

to do?

Wh

at are o

ther p

oints o

f view

? Wh

at do y

ou thi

nk abo

ut…?

Why…

How…

I wond

er…

Respo

nse sta

rters:

On

e idea

could b

e …

My hy

pothes

is is…

Th

at rem

inds m

e of…

I n

oticed

the pa

ttern o

f…

I think

it dep

ends o

n…

Prom

pt sta

rters:

Wh

at is y

our op

inion?

Wh

ere do

you d

isagre

e? Ho

w migh

t we ta

ke the

best

from b

oth ide

as?

How c

an we

decid

e whic

h is

the mo

re ___

idea?

How d

oes ev

idence

for y

our

argum

ent co

mpare

to mi

ne?

How d

oe the

two id

eas sim

ilar

and dif

ferent

? Wh

ich ha

s the s

tronge

st evi

dence?

Respo

nse sta

rters:

I se

e it a d

ifferen

t way,

On

the oth

er hand

, …

A poin

t of dis

agreem

ent tha

t I hav

e is…

Even

though

it see

ms tha

t …,

That i

s a va

lid po

int, bu

t…

I think

the ne

gative

s of…

outwe

igh the

pos

itives

of …

Cons

tructi

ve

Conv

ersati

on Sk

ills

Poste

r

Nego

tiate

Prom

pt sta

rters:

Ca

n you

give a

n exam

ple

from t

he tex

t? Wh

ere do

es it s

ay tha

t? Wh

at are e

xample

s from

oth

er text

s? Wh

at is a

real w

orld

examp

le?

Are th

ere an

y case

s of th

at in r

eal lif

e? Ca

n you

give a

n exam

ple

from y

our lif

e? Wh

at is th

e stro

ngest

suppor

t for…

?

Respo

nse sta

rters:

Fo

r exam

ple,

In the

text it

sai

d that…

Re

memb

er in th

e othe

r story

we

read th

at…

An ex

ample

from m

y life i

s On

e case

that il

lustra

tes thi

s is…

Str

ong su

pportin

g evid

ence is

Prom

pt sta

rters:

Ca

n you

elabor

ate on

the…?

Wh

at does

that m

ean?

Wh

at do y

ou me

an by.

...?

Can y

ou cla

rify the

part

about…

? Say

more a

bout…

Wh

y.. Ho

w…Wh

at…Wh

en…

How i

s that i

mport

ant?

How d

oes it

suppor

t your

point

that…

I u

ndersta

nd the

part a

bout…

, but

I want

to kno

w…

Can y

ou be

more s

pecific

? Is w

hat I j

ust sa

id clea

r? Do

es tha

t make

sense

? Do

you k

now wh

at I me

an?

What d

o you

think?

I’m

not su

re if I

was c

lear.

Respo

nse sta

rters:

I th

ink it

means

… In

other w

ords,

More s

pecific

ally, it

is …

becaus

e…

An an

alogy

might

be…

It is im

portan

t becau

se…

Let m

e see

if I he

ard yo

u rig

ht…

To pa

raphra

se wh

at you

just sa

id, you

… In

other w

ords, y

ou are

say

ing tha

t…

What I

under

stood

was…

It s

ounds

like y

ou thi

nk tha

t…

It all b

oils d

own to

… A d

ifferen

t way

to say

it..

Clar

ify

Forti

fy

BU

ILD

IDEA

Crea

te

4th Grade Resources


38


4th Grade Resources


39

Model and Non-Model-Lesson 10

Prompt: What is happening in this visual text? Provide evidence from the text to support your claim (each student has to make a claim)

MODEL: Student A: I think what is happening in the visual text

is that people are walking in a parade through town. What do you think is happening in the visual text?

CR CL

Student B:

I think what is happening is that people are on a political campaign for an election. How can you support your claim about the parade with evidence from the text?

CR CL

Student A: I notice the women and children are wearing fancy gowns. The men are wearing their black suits and top hats. I think they are all part of the parade and they are showing off their fancy clothes. What evidence can you add to support your claim about the political campaign?

F

4th Grade Resources


40

Student B: There is a hot air balloon with a person in it. There are initials “RM” on the hot air balloon. I think this is the person for whom they are campaigning and he is looking for supporters. How can further support you support your claim with evidence?

F

Student A:

I also notice there are balloons and vendors. There are also people wearing costumes. For example, the woman in the skeleton dress. I think they are providing entertainment for the people watching the parade. What additional evidence can you add to support your claim?

F

Student B: I want to add that there are Mexican flags. There is a man wearing a log of medals on his suit. I also see someone placing a laurel on that man’s head. I think that he is also getting elected.

F

Student A: I think the people in the fancy clothes and costumes are walking in the parade. I think they are making the parade entertaining by showing off their clothes and costumes.

F

4th Grade Resources


41

Student B: Based on the evidence I cited from the visual text, I think that is happening is that the people are attending a political rally in support of the man wearing the medals on his suit. I think he is an elected official or a candidate who wants to be elected.

F

4th Grade Resources


42

Non-Model: Student A: I notice the people in the street having fun.

They are on a Halloween parade. What do you notice?

Student B: What I see happening in the visual text is people from a town posing for a picture.

Student A: I notice costumes and people wearing gowns, suits and some wearing regular clothes. What do you notice?

Student B: People have hats and gowns. They look like they are going to a party and they are all standing waiting for the picture.

Student A: I know people are in costume. Student B: When it’s Halloween I like to dress up. Student A: I see that people are just standing around

and I see balloons. Student B: (No turn taken)

4th Grade Resources


43

Visual Text for Student Practice - Lesson 10

4th Grade Resources


44

Self -Assess

1 – I am still learning the Constructive Conversation Skill

2 – I need more practice using the Constructive Conversation Skill

3 - I am confident but need more practice using the Constructive Conversation Skill

4 – I am confident but I am not yet ready to explain the Constructive Conversation Skill

5 – I am confident and I can explain the Constructive Conversation Skill

4th Grade Resources


45


1. Conversation Norms Poster 2. Listening Task Poster--NEGOTIATE 3. Visual Text for Teacher Modeling-Lessons

11-12 4. Visual Text for Student Practice - NEGOTIATE

- Lessons 11-12 5. Model/Non-Model Script-Lessons 11-12 6. Constructive Conversation Game-

NEGOTIATE Cards 7. Visual Text for Teacher Modeling - Lesson 13 8. Model/Non-Model Script- Lesson 13 9. Visual Text for Student Practice- Lessons 13 10. Self-Assess Poster

4th Grade Resources


46

Conversation Norms





5. Take turns and build on each other’s ideas.

4th Grade Resources


47

Listening Task for NEGOTIATE

How did each partner:

● state his/her ideas? ● they take turns sharing their ideas?

● they consider all the ideas? ● they stay on topic? ● build on each other’s ideas? ● come to a consensus?

4th Grade Resources


48

Visual Text for Teacher Modeling- Lessons 11-12

4th Grade Resources


49

Visual Text for Student Practice - Lessons 11-12

4th Grade Resources


50

Model and Non-Model Scripts- Lessons 11-12 Prompt: What is an important idea from this text? Start by stating your claim. Support your claim and come to a consensus.

Model: Student A: My claim is that we must all help clean the

earth. What is your claim? CR

Student B: My claim is that an environmental clean-up requires a lot of people working together. How can you support your claim with evidence?

CR

Student A: I agree with your claim. When helping to clean up the earth, you should work with many people. I see a few people in the visual text. They seem to be working together doing the same things. For example, two kids in the front are placing items into the bucket. What evidence are you using to support your claim?

N

Student B: I notice all the teenagers are wearing gloves and face masks. They also have rakes and containers in which to place the

CL

4th Grade Resources


51

trash they are picking up. I think they worked together to bring tools they can use to clean up the field. What other evidence from the visual text supports your claim?

Student A:

I think the teenagers are also working together by wearing white T-shirts that they can use to identify the people in their group.

F

Student B: I think this group of teenagers are working together so they can work faster and clean up a bigger area. How can we come to a consensus?

F

Student A: I think we need to help our Earth by cleaning it up with others. Can we come to a consensus?

N

Student B:

The important idea we came to a consensus on is that in order to clean up the earth you have to work together with others to make significant changes.

N

4th Grade Resources


52

Non-Model Student A: I think the kids are cleaning the environment. Student B: I think the same as you. Tell me more about your

claim. Student A: When you pick up trash you feel better because the

earth is cleaner. Student B: My mom loves it when I clean the house. Student A: My brother helps me clean up too. Student B: We use a bucket to clean up. Student A: (No turn taken) Student B: (No turn taken)

4th Grade Resources


53

Constructive Conversation Game-NEGOTIATE

© Zw

iers,

O’Ha

ra, &

Prit

char

d (20

14)

Neg

otia

te

© Zw

iers, O

’Hara,

& Pritc

hard (2

014)

Comm

on Co

re Stan

dards i

n dive

rse cla

ssroom

s: Ess

ential

practic

es for d

evelop

ing ac

ademic

lan

guage

and dis

ciplina

ry liter

acy.

Stenho

use Pu

blisher

s | AL

DNetw

ork.org

Goal:

Studen

ts ind

epende

ntly bu

ild up

ideas

(know

ledge,

agr

eement

, soluti

on)

using

these

skills.

Promp

t start

ers:

What i

s your i

dea?

How c

an we co

mbine

these i

deas?

What d

o we ne

ed to d

o? Wh

at are o

ther po

ints of

view?

What d

o you

think ab

out…?

Wh

y…Ho

w…I w

onder…

Respon

se star

ters:

One id

ea coul

d be …

My

hypot

hesis is

… Tha

t remin

ds me of

… I no

ticed th

e patter

n of…

I th

ink it d

epends

on…

Promp

t start

ers:

What i

s your o

pinion

? Wh

ere do

you d

isagree

? Ho

w migh

t we ta

ke the b

est from

both i

deas?

How c

an we de

cide w

hich is

the

more _

__ ide

a? Ho

w does

eviden

ce for y

our

argum

ent com

pare to

mine?

Ho

w doe t

he two

ideas s

imilar

and dif

ferent?

Wh

ich has

the str

ongest

eviden

ce?

Respon

se star

ters:

I see it

a diffe

rent w

ay,

On the

other h

and, …

A p

oint of

disagr

eement

that I

have is

… Eve

n thoug

h it see

ms tha

t …,

That is

a valid

point,

but…

I think

the neg

atives

of… ou

tweigh

the

positiv

es of …

Const

ructive

Co

nversa

tion S

kills

Poste

r

Nego

tiate

Promp

t start

ers:

Can yo

u give

an exa

mple

from the

text?

Where

does i

t say th

at? Wh

at are e

xample

s from

oth

er text

s? Wh

at is a

real w

orld

examp

le?

Are the

re any

cases o

f that

in real

life?

Can yo

u give

an exa

mple

from yo

ur life?

Wh

at is th

e stron

gest

suppor

t for…

?

Respon

se star

ters:

For exa

mple,

In the t

ext it

said tha

t…

Remem

ber in

the oth

er story

we

read th

at…

An exa

mple f

rom my

life is

One ca

se that

illustra

tes this

is…

Stro

ng sup

porting

eviden

ce is

Promp

t start

ers:

Can yo

u elabo

rate on

the…?

Wh

at does

that m

ean?

What d

o you

mean b

y....?

Can yo

u clarif

y the pa

rt abo

ut…?

Say mo

re abou

t…

Why..

How…

What…

When…

Ho

w is th

at imp

ortant?

Ho

w does

it supp

ort you

r point

that…

I un

derstan

d the pa

rt abou

t…,

but I w

ant to

know…

Can

you b

e more

specifi

c? Is w

hat I ju

st said

clear?

Do

es that

make s

ense?

Do yo

u know

what I

mean?

Wh

at do y

ou thin

k? I’m

not su

re if I w

as clear

.

Respon

se star

ters:

I think

it mean

s…

In othe

r word

s, Mo

re spec

ifically

, it is …

bec

ause…

An

analog

y migh

t be…

It is im

portan

t becau

se…

Let me

see if I

heard y

ou righ

t…

To par

aphrase

what y

ou just

said, y

ou…

In othe

r word

s, you

are

saying

that…

Wh

at I un

derstoo

d was…

It s

ounds l

ike yo

u think

tha

t…

It all b

oils do

wn to…

A d

ifferen

t way t

o say it

..

Clar

ify

Forti

fy

BU

ILD ID

EA

Crea

te

Neg

otia

te

© Zw

iers, O

’Hara,

& Pritc

hard (2

014)

Comm

on Co

re Stan

dards i

n dive

rse cla

ssroom

s: Ess

ential

practic

es for d

evelop

ing ac

ademic

lan

guage

and dis

ciplina

ry liter

acy.

Stenho

use Pu

blisher

s | AL

DNetw

ork.org

Goal:

Studen

ts ind

epende

ntly bu

ild up

ideas

(know

ledge,

agr

eement

, soluti

on)

using

these

skills.

Promp

t start

ers:

What i

s your i

dea?

How c

an we co

mbine

these i

deas?

What d

o we ne

ed to d

o? Wh

at are o

ther po

ints of

view?

What d

o you

think ab

out…?

Wh

y…Ho

w…I w

onder…

Respon

se star

ters:

One id

ea coul

d be …

My

hypot

hesis is

… Tha

t remin

ds me of

… I no

ticed th

e patter

n of…

I th

ink it d

epends

on…

Promp

t start

ers:

What i

s your o

pinion

? Wh

ere do

you d

isagree

? Ho

w migh

t we ta

ke the b

est from

both i

deas?

How c

an we de

cide w

hich is

the

more _

__ ide

a? Ho

w does

eviden

ce for y

our

argum

ent com

pare to

mine?

Ho

w doe t

he two

ideas s

imilar

and dif

ferent?

Wh

ich has

the str

ongest

eviden

ce?

Respon

se star

ters:

I see it

a diffe

rent w

ay,

On the

other h

and, …

A p

oint of

disagr

eement

that I

have is

… Eve

n thoug

h it see

ms tha

t …,

That is

a valid

point,

but…

I think

the neg

atives

of… ou

tweigh

the

positiv

es of …

Const

ructive

Co

nversa

tion S

kills

Poste

r

Nego

tiate

Promp

t start

ers:

Can yo

u give

an exa

mple

from the

text?

Where

does i

t say th

at? Wh

at are e

xample

s from

oth

er text

s? Wh

at is a

real w

orld

examp

le?

Are the

re any

cases o

f that

in real

life?

Can yo

u give

an exa

mple

from yo

ur life?

Wh

at is th

e stron

gest

suppor

t for…

?

Respon

se star

ters:

For exa

mple,

In the t

ext it

said tha

t…

Remem

ber in

the oth

er story

we

read th

at…

An exa

mple f

rom my

life is

One ca

se that

illustra

tes this

is…

Stro

ng sup

porting

eviden

ce is

Promp

t start

ers:

Can yo

u elabo

rate on

the…?

Wh

at does

that m

ean?

What d

o you

mean b

y....?

Can yo

u clarif

y the pa

rt abo

ut…?

Say mo

re abou

t…

Why..

How…

What…

When…

Ho

w is th

at imp

ortant?

Ho

w does

it supp

ort you

r point

that…

I un

derstan

d the pa

rt abou

t…,

but I w

ant to

know…

Can

you b

e more

specifi

c? Is w

hat I ju

st said

clear?

Do

es that

make s

ense?

Do yo

u know

what I

mean?

Wh

at do y

ou thin

k? I’m

not su

re if I w

as clear

.

Respon

se star

ters:

I think

it mean

s…

In othe

r word

s, Mo

re spec

ifically

, it is …

bec

ause…

An

analog

y migh

t be…

It is im

portan

t becau

se…

Let me

see if I

heard y

ou righ

t…

To par

aphrase

what y

ou just

said, y

ou…

In othe

r word

s, you

are

saying

that…

Wh

at I un

derstoo

d was…

It s

ounds l

ike yo

u think

tha

t…

It all b

oils do

wn to…

A d

ifferen

t way t

o say it

..

Clar

ify

Forti

fy

BU

ILD ID

EA

Crea

te

Neg

otia

te

© Zw

iers, O

’Hara,

& Pritc

hard (2

014)

Comm

on Co

re Stan

dards i

n dive

rse cla

ssroom

s: Ess

ential

practic

es for d

evelop

ing ac

ademic

lan

guage

and dis

ciplina

ry liter

acy.

Stenho

use Pu

blisher

s | AL

DNetw

ork.org

Goal:

Studen

ts ind

epende

ntly bu

ild up

ideas

(know

ledge,

agr

eement

, soluti

on)

using

these

skills.

Promp

t start

ers:

What i

s your i

dea?

How c

an we co

mbine

these i

deas?

What d

o we ne

ed to d

o? Wh

at are o

ther po

ints of

view?

What d

o you

think ab

out…?

Wh

y…Ho

w…I w

onder…

Respon

se star

ters:

One id

ea coul

d be …

My

hypot

hesis is

… Tha

t remin

ds me of

… I no

ticed th

e patter

n of…

I th

ink it d

epends

on…

Promp

t start

ers:

What i

s your o

pinion

? Wh

ere do

you d

isagree

? Ho

w migh

t we ta

ke the b

est from

both i

deas?

How c

an we de

cide w

hich is

the

more _

__ ide

a? Ho

w does

eviden

ce for y

our

argum

ent com

pare to

mine?

Ho

w doe t

he two

ideas s

imilar

and dif

ferent?

Wh

ich has

the str

ongest

eviden

ce?

Respon

se star

ters:

I see it

a diffe

rent w

ay,

On the

other h

and, …

A p

oint of

disagr

eement

that I

have is

… Eve

n thoug

h it see

ms tha

t …,

That is

a valid

point,

but…

I think

the neg

atives

of… ou

tweigh

the

positiv

es of …

Const

ructive

Co

nversa

tion S

kills

Poste

r

Nego

tiate

Promp

t start

ers:

Can yo

u give

an exa

mple

from the

text?

Where

does i

t say th

at? Wh

at are e

xample

s from

oth

er text

s? Wh

at is a

real w

orld

examp

le?

Are the

re any

cases o

f that

in real

life?

Can yo

u give

an exa

mple

from yo

ur life?

Wh

at is th

e stron

gest

suppor

t for…

?

Respon

se star

ters:

For exa

mple,

In the t

ext it

said tha

t…

Remem

ber in

the oth

er story

we

read th

at…

An exa

mple f

rom my

life is

One ca

se that

illustra

tes this

is…

Stro

ng sup

porting

eviden

ce is

Promp

t start

ers:

Can yo

u elabo

rate on

the…?

Wh

at does

that m

ean?

What d

o you

mean b

y....?

Can yo

u clarif

y the pa

rt abo

ut…?

Say mo

re abou

t…

Why..

How…

What…

When…

Ho

w is th

at imp

ortant?

Ho

w does

it supp

ort you

r point

that…

I un

derstan

d the pa

rt abou

t…,

but I w

ant to

know…

Can

you b

e more

specifi

c? Is w

hat I ju

st said

clear?

Do

es that

make s

ense?

Do yo

u know

what I

mean?

Wh

at do y

ou thin

k? I’m

not su

re if I w

as clear

.

Respon

se star

ters:

I think

it mean

s…

In othe

r word

s, Mo

re spec

ifically

, it is …

bec

ause…

An

analog

y migh

t be…

It is im

portan

t becau

se…

Let me

see if I

heard y

ou righ

t…

To par

aphrase

what y

ou just

said, y

ou…

In othe

r word

s, you

are

saying

that…

Wh

at I un

derstoo

d was…

It s

ounds l

ike yo

u think

tha

t…

It all b

oils do

wn to…

A d

ifferen

t way t

o say it

..

Clar

ify

Forti

fy

BU

ILD ID

EA

Crea

te

Neg

otia

te

© Zw

iers, O

’Hara,

& Pritc

hard (2

014)

Comm

on Co

re Stan

dards i

n dive

rse cla

ssroom

s: Ess

ential

practic

es for d

evelop

ing ac

ademic

lan

guage

and dis

ciplina

ry liter

acy.

Stenho

use Pu

blisher

s | AL

DNetw

ork.org

Goal:

Studen

ts ind

epende

ntly bu

ild up

ideas

(know

ledge,

agr

eement

, soluti

on)

using

these

skills.

Promp

t start

ers:

What i

s your i

dea?

How c

an we co

mbine

these i

deas?

What d

o we ne

ed to d

o? Wh

at are o

ther po

ints of

view?

What d

o you

think ab

out…?

Wh

y…Ho

w…I w

onder…

Respon

se star

ters:

One id

ea coul

d be …

My

hypot

hesis is

… Tha

t remin

ds me of

… I no

ticed th

e patter

n of…

I th

ink it d

epends

on…

Promp

t start

ers:

What i

s your o

pinion

? Wh

ere do

you d

isagree

? Ho

w migh

t we ta

ke the b

est from

both i

deas?

How c

an we de

cide w

hich is

the

more _

__ ide

a? Ho

w does

eviden

ce for y

our

argum

ent com

pare to

mine?

Ho

w doe t

he two

ideas s

imilar

and dif

ferent?

Wh

ich has

the str

ongest

eviden

ce?

Respon

se star

ters:

I see it

a diffe

rent w

ay,

On the

other h

and, …

A p

oint of

disagr

eement

that I

have is

… Eve

n thoug

h it see

ms tha

t …,

That is

a valid

point,

but…

I think

the neg

atives

of… ou

tweigh

the

positiv

es of …

Const

ructive

Co

nversa

tion S

kills

Poste

r

Nego

tiate

Promp

t start

ers:

Can yo

u give

an exa

mple

from the

text?

Where

does i

t say th

at? Wh

at are e

xample

s from

oth

er text

s? Wh

at is a

real w

orld

examp

le?

Are the

re any

cases o

f that

in real

life?

Can yo

u give

an exa

mple

from yo

ur life?

Wh

at is th

e stron

gest

suppor

t for…

?

Respon

se star

ters:

For exa

mple,

In the t

ext it

said tha

t…

Remem

ber in

the oth

er story

we

read th

at…

An exa

mple f

rom my

life is

One ca

se that

illustra

tes this

is…

Stro

ng sup

porting

eviden

ce is

Promp

t start

ers:

Can yo

u elabo

rate on

the…?

Wh

at does

that m

ean?

What d

o you

mean b

y....?

Can yo

u clarif

y the pa

rt abo

ut…?

Say mo

re abou

t…

Why..

How…

What…

When…

Ho

w is th

at imp

ortant?

Ho

w does

it supp

ort you

r point

that…

I un

derstan

d the pa

rt abou

t…,

but I w

ant to

know…

Can

you b

e more

specifi

c? Is w

hat I ju

st said

clear?

Do

es that

make s

ense?

Do yo

u know

what I

mean?

Wh

at do y

ou thin

k? I’m

not su

re if I w

as clear

.

Respon

se star

ters:

I think

it mean

s…

In othe

r word

s, Mo

re spec

ifically

, it is …

bec

ause…

An

analog

y migh

t be…

It is im

portan

t becau

se…

Let me

see if I

heard y

ou righ

t…

To par

aphrase

what y

ou just

said, y

ou…

In othe

r word

s, you

are

saying

that…

Wh

at I un

derstoo

d was…

It s

ounds l

ike yo

u think

tha

t…

It all b

oils do

wn to…

A d

ifferen

t way t

o say it

..

Clar

ify

Forti

fy

BU

ILD ID

EA

Crea

te

4th Grade Resources


54


4th Grade Resources


55

Model and Non-Model Scripts - Lessons 13

Prompt: What is an important idea from this text? Start by stating your claim. Support your claim and come to a consensus. Model: Student A: An important idea from this text is that if

politicians want to get elected they need to promote themselves. What is your idea?

CR

Student B: An important idea from this text is that parades can be entertaining for the people in a town.

CR

Student A: I think the politician is campaigning to get elected. I notice there is a hot air balloon with Mexican flags decorating it. I also notice initials on the hot air balloon. He is the person riding the balloon. How can you support your idea?

CL F

Student B: I think the women, men and children wearing fancy clothes are part of the parade. There are also people wearing

CL F

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costumes. They are all providing the spectators with entertainment. What evidence do you have for your idea?

Student A: I think the rest of the people are supporting the politician by bringing their own flags and by joining them in the campaign. What other evidence do you have for your claim?

F

Student B:

I agree with you that politicians need to promote themselves to get elected. I think they are using the parade to both entertain the bystanders and to promote their campaign.

F N

Student A: I think that to get elected politicians need to campaign/advertise around the town. Can we come to an agreement?

N

Student B:

The important idea we came to a consensus on is that politicians can encourage people to vote for them by having a parade.

N

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Non-Model:

Student A: I notice the people in the street having fun. They are on a Halloween parade. What do you notice?

Student B: What I see happening in the visual text is people from a town posing for a picture.

Student A: I notice costumes and people wearing gowns, suits and some wearing regular clothes. What do you notice?

Student B: People have hats and gowns. They look like they are going to a party and they are all standing waiting for the picture.

Student A: I know people are in costume. Student B: When it’s Halloween I like to dress up. Student A: I see that people are just standing around and I

see balloons. Student B: (No turn taken)

4th Grade Resources


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Visual Text for Student Practice - Lesson 13

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Student Progress Form (SPF)

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4th Grade Resources


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4th Grade Resources


61

Poster Sample

Hand

out #

9

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