start smart 1.0 revised resources - schoolwires...start smart-conversation practices resources...

3rd Grade Start Smart 1.0

Revised

Resources

3rd Grade Resources

3RD Grade- Designated ELD Resources 8•10•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 (SPF) & Poster Sample (at the end of resources)

3rd Grade Resources


3

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?

3rd Grade Resources


4

Visual Text for Teacher Modeling-Lessons 1 & 2

3rd Grade Resources


5

Visual Text for Student Practice Lessons 1-2

3rd Grade Resources


6

Model and Non-Model Scripts-Lessons 1-2

PROMPT: What do you notice in the visual text?

MODEL:

Student A: I notice a woman picking up feathers. What do you notice?

CR

Student B: I notice a dog standing on its back legs jumping at the feathers. What do you notice?

CR

Student A: I notice the people standing in the back looking at the women. What do you notice?

CR

Student B: I notice there are feathers all over the floor. CR Student A: I notice that the woman is looking at the

chicken. What else do you notice? CR

Student B: I notice that the chicken is sitting on a pile of feathers that are on the barrel. The feathers are not the same as the chicken’s feathers. What do you notice?

CR

Student A: I notice the dog is trying to catch the feathers. What do you notice?

CR

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7

Student B: I notice the woman has two feathers in her pocket.

CR

NON-MODEL:

Student A: I see a chicken.

Student A: I see a dog too.

Student B: I see a chicken, too.

Student B: There is a chicken.

Student A: There are chicken feathers.

Student B: I love chicken nuggets from McDonald’s.

3rd Grade Resources


8

Constructive Conversation Game-CREATE

3rd Grade Resources


9

Visual Text for Teacher Modeling Lesson 3

3rd Grade Resources


10

Model and Non-Model-Lesson 3

PROMPT: What do you notice in the visual text? Model:

Student A: I notice the people are working in the woods. What do you notice?

CR

Student B: I notice they are cleaning in the woods. CR Student A: I notice a woman grabbing something.

What do you notice? CR

Student B: I notice a woman picking up a dirty cone. What do you notice?

CR

Student A: I notice the woman has a rake and she is picking up mud. What do you notice?

CR

Student B: I also notice a woman with the blue jacket is scooping up trash with her rake. What do you notice?

CR

Student A: I notice they are all working together to clean up the trash. What do you

CR

3rd Grade Resources


11

notice? Student B: I notice they are using tools. CR Non-Model:

Student A: What is your idea? Student A: They are cleaning something. Student B: I think they are cleaning something too. Student B: One idea is they are picking up trash. Student A: I wish I had a scooper like the one the lady

has.

Student B: My mom can let us use her scooper. Student B: Let’s tell the principal we need a scooper. Student A: That reminds me of all the trash in the

playground.

3rd Grade Resources


12

Visual Text for Student Practice-Lesson 3

3rd Grade Resources


13

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

3rd Grade Resources


14


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

3rd Grade Resources


15

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

3rd Grade Resources


16

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?

3rd Grade Resources


17

Visual Text for Teacher Modeling - Lessons 4-5

3rd Grade Resources


18

Visual Text for Student Practice - Lesson 4-5

3rd Grade Resources


19

Model and Non-Model Scripts-Lessons 4-5

PROMPT: What do you notice in the visual text? Provide details. Model Student A: I notice a young woman picking up lots of

feathers and putting them in her pocket. What do you notice?

CR CL

Student B: I notice a dog standing on its back legs jumping at the feathers in the air in front of the bakery. What else do you notice?

CR CL

Student A: I also notice a man and a boy. Their mouths are open and they are looking at the woman. They look like they are smiling. What other details do you notice in the visual text?

CL

Student B: Another detail I notice is that there are feathers in the air and all over the ground. What other details can you add?

CL

Student A: I would like to add that people standing in the doorway are looking at the woman

CL

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20

standing in the middle of an alley. Tell me more what you notice.

Student B: I also notice the chicken is sitting on the feathers. The feathers are not the same as the chicken’s feathers. What other details can you add?

CL

Student A: Another detail I notice is the dog trying to catch the feathers. Tell me more about the chicken and the feathers.

CL

Student B: I notice the yellow chicken is sitting on a pile of white feathers on the barrel.

CL

Non-Model:

Student A: I see a yellow chicken. Student A: I see a nice dog too. Student B: I see a yellow chicken, too. Student B: I notice there is a chicken. Student A: There are other people in the picture. Student B: I love chicken nuggets from McDonald’s. Student A: (No turn taken) Student B: (No turn taken)

3rd Grade Resources


21

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 poin

t, but…

I think the

negatives

of…

outweigh

the posit

ives 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 poin

t, but…

I think the

negatives

of…

outweigh

the posit

ives 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 poin

t, but…

I think the

negatives

of…

outweigh

the posit

ives 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 poin

t, but…

I think the

negatives

of…

outweigh

the posit

ives 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

3rd Grade Resources


22


3rd Grade Resources


23

Model and Non-Model Scripts- Lesson 6

Prompt: What do you notice in the visual text? Provide details. Model: Student A: I notice the people are working in the woods.

There are tall bushes and trees around the four people. What do you notice?

CR CL

Student B: I notice they are cleaning up the woods. They are standing on the edge of the swamp using tools. What details can you add?

CR CL

Student A: Another detail I notice is a woman going into the green, mossy swamp to grab the shopping cart by its wheel. She is stretching to get it. What can you add about the visual text?

CR CL

Student B: I would like to add that another person is balancing herself to pick up a dirty, orange cone by its tip. What else do you notice?

CR CL

Student A: I notice another woman who has a rake and is picking up mud with trash in it. What else would you like to add?

CR CL

3rd Grade Resources


24

Student B: I also notice a man with the blue checkered shirt is pulling on the crate with the long pole. What other details can you add?

CR CL

Student A: I notice they are all working together to clean up the trash. They are all doing different things but they are working together. What other details do you notice?

CR CL

Student B: I notice they all have serious expressions on their faces as they pull objects out of the swamp.

CR

Non-Model

Student A: What is your idea? Student A: They are cleaning all the trash in the swap in

the dirty swamp.

Student B: I think they are cleaning something too. Student B: What details can you notice? Student A: I wish I had a scooper like the one the lady

has.

Student B: I like walking in the woods.

3rd Grade Resources


25

Student B: Let’s tell the principal we need a scooper. Student A: That reminds me of all the trash in the

playground.

3rd Grade Resources


26

Visual Text for Student Practice Lesson 6

3rd Grade Resources


27

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

3rd Grade Resources


28


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

3rd Grade Resources


29

Conversation Norms





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

3rd Grade Resources


30

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?

3rd Grade Resources


31

Visual Text for Teacher Modeling-Lessons 8-9

3rd Grade Resources


32

Visual Text for Student Practice-Lessons 8-9

3rd Grade Resources


33

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 is that all the kids are

bringing different items to the girl with the red hair. What do you think is happening?

CR CL

Student B: I think that she is making pies and the others are helping her. What evidence do you have?

CR F

Student A: I notice that the big boy is carrying a shelf, another boy is carrying a sign that reads “Amanda’s Fine Pies” and the little boy is bringing two buckets of fruit. What evidence do you have?

CL

Student B: I know that they are baking pies because in the text, the boy is holding a sign that says “Amanda’s Pies.” I think the girl’s name is

F

3rd Grade Resources


34

Amanda because she’s the one making the pies. The girl also has a rolling pin and dough on the table. What evidence do you have?

Student A: I think they are all bringing her items she needs to bake pies. What other evidence do you have?

F

Student B: I know because the little boy is bringing her some kind of fruit in the buckets. He is raising one of the buckets to Amanda. What evidence to you have?

F

Student A: What is happening is that Amanda is baking pies and all the kids are bringing items to help her.

F

Student B: Based on the evidence from the text, I think Amanda is baking pies to sell. I think that is why the boy is carrying a sign. They need it to advertise the pies for sale and the others are helping Amanda to prepare for the bake sale.

F

3rd Grade Resources


35

NON-MODEL:

Student A: I notice a girl with red hair. What do you see? Student B: There’s a sign that says “Amanda’s Pies.” Student A: There is a girl with red hair. What do you

notice?

Student B: The girl in the pink shirt is eating the flat cookie.

Student A: In the visual text, there are 3 more pieces of masa.

Student B: I see a kid with two buckets of fruit. Student A: I also see a boy with a red shelf. Student B: Let’s put our ideas together. We like pies.

3rd Grade Resources


36

Constructive Conversation Game- FORTIFY

© Zw

iers,

O’Ha

ra, &

Prit

char

d (20

14)

For

tify

© Zw

iers, O

’Hara,

& Pritc

hard (

2014)

Comm

on Co

re Sta

ndards

in div

erse c

lassro

oms:

Essent

ial pr

actice

s for d

evelop

ing ac

ademic

lan

guage

and dis

ciplin

ary lit

eracy.

Ste

nhouse

Publis

hers |

ALD

Netwo

rk.org

Goal:

Stud

ents

indep

ende

ntly b

uild up

ide

as (k

nowle

dge,

agree

ment,

solut

ion)

using

thes

e skill

s.

Promp

t start

ers:

What i

s your

idea?

How c

an we

comb

ine the

se idea

s? Wh

at do w

e need

to do?

Wh

at are o

ther po

ints of

view?

Wh

at do y

ou thin

k abou

t…?

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 no

ticed th

e patte

rn of…

I th

ink it d

epends

on…

Promp

t start

ers:

What i

s your

opinio

n? 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 yo

ur arg

ument

comp

are to

mine?

How d

oe the

two id

eas sim

ilar

and dif

ferent

? Wh

ich ha

s the st

ronges

t 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 seem

s that …

, Th

at is a

valid p

oint, b

ut…

I think

the ne

gative

s of…

outwe

igh the

pos

itives o

f …

Cons

tructi

ve

Conv

ersati

on Sk

ills

Poste

r

Nego

tiate

Promp

t start

ers:

Can y

ou giv

e an e

xample

fro

m the

text?

Where

does i

t say th

at?

What a

re exam

ples fr

om

other t

exts?

What i

s a rea

l worl

d exa

mple?

Are

there a

ny cas

es 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 stron

gest

suppor

t for…

?

Respo

nse sta

rters:

For

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 ill

ustrate

s this

is…

Strong

suppo

rting e

videnc

e is

Promp

t start

ers:

Can y

ou ela

borate

on the

…?

What d

oes tha

t mean

?

What d

o you

mean

by....?

Ca

n you

clarify

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 yo

ur poin

t tha

t…

I under

stand

the pa

rt abou

t…,

but I w

ant to

know…

Ca

n you

be mo

re spec

ific?

Is what

I just

said c

lear?

Does t

hat ma

ke sen

se?

Do yo

u know

what I

mean?

Wh

at do y

ou thin

k? I’m

not su

re if I

was cl

ear.

Respo

nse sta

rters:

I th

ink it m

eans…

In o

ther w

ords,

More s

pecific

ally, it

is …

becaus

e…

An an

alogy

might b

e…

It is im

portan

t becau

se…

Let me

see if

I heard

you

right…

To

parap

hrase w

hat yo

u jus

t said,

you…

In othe

r word

s, you

are

saying

that…

Wh

at I un

dersto

od wa

s…

It soun

ds like

you th

ink

that…

It a

ll boils

down

to…

A diffe

rent w

ay to s

ay it..

Clar

ify

Forti

fy

BU

ILD

IDEA

Crea

te

For

tify

© Zw

iers, O

’Hara,

& Pritc

hard (

2014)

Comm

on Co

re Sta

ndards

in div

erse c

lassro

oms:

Essent

ial pr

actice

s for d

evelop

ing ac

ademic

lan

guage

and dis

ciplin

ary lit

eracy.

Ste

nhouse

Publis

hers |

ALD

Netwo

rk.org

Goal:

Stud

ents

indep

ende

ntly b

uild up

ide

as (k

nowle

dge,

agree

ment,

solut

ion)

using

thes

e skill

s.

Promp

t start

ers:

What i

s your

idea?

How c

an we

comb

ine the

se idea

s? Wh

at do w

e need

to do?

Wh

at are o

ther po

ints of

view?

Wh

at do y

ou thin

k abou

t…?

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 no

ticed th

e patte

rn of…

I th

ink it d

epends

on…

Promp

t start

ers:

What i

s your

opinio

n? 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 yo

ur arg

ument

comp

are to

mine?

How d

oe the

two id

eas sim

ilar

and dif

ferent

? Wh

ich ha

s the st

ronges

t 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 seem

s that …

, Th

at is a

valid p

oint, b

ut…

I think

the ne

gative

s of…

outwe

igh the

pos

itives o

f …

Cons

tructi

ve

Conv

ersati

on Sk

ills

Poste

r

Nego

tiate

Promp

t start

ers:

Can y

ou giv

e an e

xample

fro

m the

text?

Where

does i

t say th

at?

What a

re exam

ples fr

om

other t

exts?

What i

s a rea

l worl

d exa

mple?

Are

there a

ny cas

es 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 stron

gest

suppor

t for…

?

Respo

nse sta

rters:

For

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 ill

ustrate

s this

is…

Strong

suppo

rting e

videnc

e is

Promp

t start

ers:

Can y

ou ela

borate

on the

…?

What d

oes tha

t mean

?

What d

o you

mean

by....?

Ca

n you

clarify

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 yo

ur poin

t tha

t…

I under

stand

the pa

rt abou

t…,

but I w

ant to

know…

Ca

n you

be mo

re spec

ific?

Is what

I just

said c

lear?

Does t

hat ma

ke sen

se?

Do yo

u know

what I

mean?

Wh

at do y

ou thin

k? I’m

not su

re if I

was cl

ear.

Respo

nse sta

rters:

I th

ink it m

eans…

In o

ther w

ords,

More s

pecific

ally, it

is …

becaus

e…

An an

alogy

might b

e…

It is im

portan

t becau

se…

Let me

see if

I heard

you

right…

To

parap

hrase w

hat yo

u jus

t said,

you…

In othe

r word

s, you

are

saying

that…

Wh

at I un

dersto

od wa

s…

It soun

ds like

you th

ink

that…

It a

ll boils

down

to…

A diffe

rent w

ay to s

ay it..

Clar

ify

Forti

fy

BU

ILD

IDEA

Crea

te

For

tify

© Zw

iers, O

’Hara,

& Pritc

hard (

2014)

Comm

on Co

re Sta

ndards

in div

erse c

lassro

oms:

Essent

ial pr

actice

s for d

evelop

ing ac

ademic

lan

guage

and dis

ciplin

ary lit

eracy.

Ste

nhouse

Publis

hers |

ALD

Netwo

rk.org

Goal:

Stud

ents

indep

ende

ntly b

uild up

ide

as (k

nowle

dge,

agree

ment,

solut

ion)

using

thes

e skill

s.

Promp

t start

ers:

What i

s your

idea?

How c

an we

comb

ine the

se idea

s? Wh

at do w

e need

to do?

Wh

at are o

ther po

ints of

view?

Wh

at do y

ou thin

k abou

t…?

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 no

ticed th

e patte

rn of…

I th

ink it d

epends

on…

Promp

t start

ers:

What i

s your

opinio

n? 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 yo

ur arg

ument

comp

are to

mine?

How d

oe the

two id

eas sim

ilar

and dif

ferent

? Wh

ich ha

s the st

ronges

t 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 seem

s that …

, Th

at is a

valid p

oint, b

ut…

I think

the ne

gative

s of…

outwe

igh the

pos

itives o

f …

Cons

tructi

ve

Conv

ersati

on Sk

ills

Poste

r

Nego

tiate

Promp

t start

ers:

Can y

ou giv

e an e

xample

fro

m the

text?

Where

does i

t say th

at?

What a

re exam

ples fr

om

other t

exts?

What i

s a rea

l worl

d exa

mple?

Are

there a

ny cas

es 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 stron

gest

suppor

t for…

?

Respo

nse sta

rters:

For

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 ill

ustrate

s this

is…

Strong

suppo

rting e

videnc

e is

Promp

t start

ers:

Can y

ou ela

borate

on the

…?

What d

oes tha

t mean

?

What d

o you

mean

by....?

Ca

n you

clarify

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 yo

ur poin

t tha

t…

I under

stand

the pa

rt abou

t…,

but I w

ant to

know…

Ca

n you

be mo

re spec

ific?

Is what

I just

said c

lear?

Does t

hat ma

ke sen

se?

Do yo

u know

what I

mean?

Wh

at do y

ou thin

k? I’m

not su

re if I

was cl

ear.

Respo

nse sta

rters:

I th

ink it m

eans…

In o

ther w

ords,

More s

pecific

ally, it

is …

becaus

e…

An an

alogy

might b

e…

It is im

portan

t becau

se…

Let me

see if

I heard

you

right…

To

parap

hrase w

hat yo

u jus

t said,

you…

In othe

r word

s, you

are

saying

that…

Wh

at I un

dersto

od wa

s…

It soun

ds like

you th

ink

that…

It a

ll boils

down

to…

A diffe

rent w

ay to s

ay it..

Clar

ify

Forti

fy

BU

ILD

IDEA

Crea

te

For

tify

© Zw

iers, O

’Hara,

& Pritc

hard (

2014)

Comm

on Co

re Sta

ndards

in div

erse c

lassro

oms:

Essent

ial pr

actice

s for d

evelop

ing ac

ademic

lan

guage

and dis

ciplin

ary lit

eracy.

Ste

nhouse

Publis

hers |

ALD

Netwo

rk.org

Goal:

Stud

ents

indep

ende

ntly b

uild up

ide

as (k

nowle

dge,

agree

ment,

solut

ion)

using

thes

e skill

s.

Promp

t start

ers:

What i

s your

idea?

How c

an we

comb

ine the

se idea

s? Wh

at do w

e need

to do?

Wh

at are o

ther po

ints of

view?

Wh

at do y

ou thin

k abou

t…?

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 no

ticed th

e patte

rn of…

I th

ink it d

epends

on…

Promp

t start

ers:

What i

s your

opinio

n? 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 yo

ur arg

ument

comp

are to

mine?

How d

oe the

two id

eas sim

ilar

and dif

ferent

? Wh

ich ha

s the st

ronges

t 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 seem

s that …

, Th

at is a

valid p

oint, b

ut…

I think

the ne

gative

s of…

outwe

igh the

pos

itives o

f …

Cons

tructi

ve

Conv

ersati

on Sk

ills

Poste

r

Nego

tiate

Promp

t start

ers:

Can y

ou giv

e an e

xample

fro

m the

text?

Where

does i

t say th

at?

What a

re exam

ples fr

om

other t

exts?

What i

s a rea

l worl

d exa

mple?

Are

there a

ny cas

es 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 stron

gest

suppor

t for…

?

Respo

nse sta

rters:

For

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 ill

ustrate

s this

is…

Strong

suppo

rting e

videnc

e is

Promp

t start

ers:

Can y

ou ela

borate

on the

…?

What d

oes tha

t mean

?

What d

o you

mean

by....?

Ca

n you

clarify

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 yo

ur poin

t tha

t…

I under

stand

the pa

rt abou

t…,

but I w

ant to

know…

Ca

n you

be mo

re spec

ific?

Is what

I just

said c

lear?

Does t

hat ma

ke sen

se?

Do yo

u know

what I

mean?

Wh

at do y

ou thin

k? I’m

not su

re if I

was cl

ear.

Respo

nse sta

rters:

I th

ink it m

eans…

In o

ther w

ords,

More s

pecific

ally, it

is …

becaus

e…

An an

alogy

might b

e…

It is im

portan

t becau

se…

Let me

see if

I heard

you

right…

To

parap

hrase w

hat yo

u jus

t said,

you…

In othe

r word

s, you

are

saying

that…

Wh

at I un

dersto

od wa

s…

It soun

ds like

you th

ink

that…

It a

ll boils

down

to…

A diffe

rent w

ay to s

ay it..

Clar

ify

Forti

fy

BU

ILD

IDEA

Crea

te

3rd Grade Resources


37


3rd Grade Resources


38

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 is that two

people are talking to a homeless person. What do you think is happening in the text?

CR F

Student B:

I think what is happening is that the man and woman are trying to help a homeless person. What can you add to your claim?

CR F

Student A: I notice the homeless person has a sign that says, “Anything Helps”. There is a paper cup in front of the sign. The person is asking for help. What evidence can you use to support your claim?

CL F

Student B: I notice that all three people are wearing beanies. The two people with papers are wearing winter jackets. The other person is

F

3rd Grade Resources


39

covered with a blanket. The man and woman are trying to help the homeless person because it is very cold. What evidence can you see to support your claim?

Student A:

I notice the man and woman are crouching very close to the homeless person. I agree with you that they are asking the homeless person questions. I think they are asking the person questions so they can help him. Now what do you think is happening in the visual text?

CL F

Student A: I think what is happening is that the man and woman are interviewing the homeless person and writing that information on the green paper. What do you think?

F CL

Student B: I think what is happening is that they are interviewing the homeless person so that they can help him/her.

F

Non-Model: Student A: There is a homeless person. What do you

3rd Grade Resources


40

think? Student B: The homeless person is asking for money.

What do you think? Student A: I notice it is cold. Student B: I notice the homeless person is sleeping

on the ground. Student A: I notice two people talking to the

homeless person. Student B: I think the two people are going to give

the homeless person money. Student A: The two people are talking to the

homeless person because it is cold. Student B: The two people are asking the homeless

person if she/he needs help.

3rd Grade Resources


41

Visual Text for Student Practice-Lesson 10

3rd Grade Resources


42

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

3rd Grade Resources


43


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

3rd Grade Resources


44

Conversation Norms





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

3rd Grade Resources


45

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?

3rd Grade Resources


46

Visual Text for Teacher Modeling- Lessons 11-12

3rd Grade Resources


47

Model and Non-Model Scripts- Lesson 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: My claim is that when you are making

something, everyone needs to work together. What is an important idea from this visual text?

N

Student B: Another important idea is that more things get done when you help each other. What evidence can you use to support your claim?

N F

Student A: I notice that the kids are bringing items to Amanda who is rolling the dough. What evidence do you have to support your claim?

CR N

Student B: I notice one child has a shelf, another child has a sign and the little boy has buckets of fruit. I think they are bringing items that will help Amanda display her pies for sale. What other evidence do you have that supports your claim?

F

3rd Grade Resources


48

Student A:

I notice that in the visual text, the girl is making the pies and the others are helping her. They are all bringing different things to make pies. The big boy is carrying a shelf, another boy is carrying a sign and the little boy is bringing buckets of fruit.

F CL

Student B: I agree with you that they are all working together. By bringing all the items together they are working together. Can we come to a consensus?

N F

Student A: An important idea is that when making something it is best to work together to get different things done. What do you think?

F CR

Student B:

Let’s come to a consensus. An important idea from this visual text is that working together helps to get more things done.

N F

3rd Grade Resources


49

Non-Model Student A: An important idea is they are making cakes. Student B: I think they are making pies. I notice pies on the

table. Student A: In the text it shows the kids working together to

get things for the cake. I see buckets of fruit, a sign and a shelf that all the children are bring to the big girl.

Student B: I think that they will make four delicious pies because I see four balls of dough on the table. (not prompting other partner)

Student A: The kids all have smiles on their faces and seem happy to help the girl with the red hair.

Student B: I agree and my opinion is they are all helping to make cakes.

Student A: I disagree. I think it is about making pies. I see they are making pies because on the sign it says “Amanda’s pies”.

Student B: Okay. I agree.

3rd Grade Resources


50

Visual Text for Student Practice - Lessons 11-12

3rd Grade Resources


51

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

3rd Grade Resources


52

Visual Text for Teacher Modeling - Lesson 13

3rd Grade Resources


53

Visual Text for Student Practice - Lesson 13

3rd Grade Resources


54

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 the text is that

homeless people need our help. What is your claim?

N

Student B: An important idea from the text is that we

have to learn what homeless people need.

How can you support your claim with

evidence?

F

Student A: I think the homeless person is asking for

help. The man and the woman are talking to

her/him and trying to help. How can you

support your claim with evidence?

F

Student B: I think the job of the man and the woman is to

go out and help homeless people. They both

F

3rd Grade Resources


55

have documents as part of their job so they

can help the homeless people. How can you

support your claim with evidence?

Student A: I think the man and woman are interviewing

the homeless person so they can help

her/him. How can you support your claim

with evidence?

N F

Student B:

I think the man and woman are interviewing the homeless person so they can learn about what the homeless person needs. How can we come to a consensus?

N

Student A: I think we need to both help and learn about homeless people. Can we come to a consensus?

N

Student B: Yes. Based on our conversation about the text, one important idea is that we need to learn about homeless people so we know how best to help them. Do you agree?

N

3rd Grade Resources


56

Non-Model: Student A: An important idea is we came to consensus on is

that in order to help homeless people we need to talk with them and learn from them so they can tell us how to help them.

Student B: I agree that we have to help homeless people. The person on the floor is cold and only has a blanket and is asking for money. What do you think?

Student A: I agree. The man and the woman are talking with the homeless person and are going to give her/him money.

Student B: I notice it is cold and at night time and they are wearing jackets. It is also at night. What do you think?

Student A: I agree it is cold and at night time and they are trying to help the person and find somewhere for the person to sleep.

Student B: They are trying to wake up the person because it is cold and dark.

Student A: We have to come to a consensus. Student B: Our consensus is that we have to help homeless

people.

3rd Grade Resources


57

Student Progress Form (SPF)

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3rd Grade Resources


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3rd Grade Resources


59

PosPoster Sample

Hand

out #

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