Читать книгу The California ELD Standards Companion, Grades K-2 - Jim Burke - Страница 23

What the Teacher Does

During the year, children engage daily in multiple discussions. Discussions occur in pairs, small groups, and with the entire class. Some discussions are adult led. Others are conducted by the children, with teacher guidance and monitoring. Teachers use a variety of structures for discussions and make sure that all children have ample opportunities to contribute, not just the most outspoken children. Furthermore, they ensure that children engage in discussions with diverse partners. That is, children do not always turn to the same one or two neighbors to respond to a prompt or share their thinking.

 To teach students to contribute to discussions and express ideas: Teach and demonstrate discussion behaviors that indicate respect for others, such as listening closely, not interrupting, responding to comments, encouraging others to contribute, and acknowledging and appreciating all participants’ thinking on the topic.

 To support students in asking and answering questions: Use sentence frames with question prompts to demonstrate for students how to ask and answer questions at a variety of depth of knowledge levels. For example, “How was this similar to . . . ?” or “What would happen if . . . ?” or “Can you defend your position about . . . ?”

 To help students to follow turn-taking: Use role cards for listening and speaking to teach students how to take turns. For example, a role card with an ear for listening can be created on one side with language frames for listening, such as “My partner said . . . ,” can be used. Similarly, a speaking card with a mouth icon printed on one side with a language frame, such as “I think . . .” or “I believe . . . ,” can be used. In K–2, these role cards can be color coded with speaking in green for go and speak, and red for listening for stop and listen.

 To demonstrate useful feedback for students: Engage the children in reflection on the discussion process, such as asking them to consider what was helpful in keeping a discussion on target and what might have made the discussion run more smoothly.