Читать книгу The Common Core Companion: Booster Lessons, Grades 3-5 - Leslie Blauman - Страница 38

Deep discourse about texts and ideas deepens students’ understanding—but it takes plenty of explicit “training” to do it well. Research on the importance of student talk and how to scaffold it is in abundance (Allen, 2009; Allington, 2006; Blauman, 2011; Daniels, 2002; Fisher, Frey, & Lapp, 2013; Gallagher, 2015; Harvey & Goudvis, 2000; Hattie, 2012). Before students can participate in any shared discussions—teacher-led whole group, partner work, or small group—you need to model and teach about listening and speaking skills. Creating class norm charts or expectation charts for speaking and listening in a variety of situations is essential. Providing students with models or prompts of questions they can ask to push thinking scaffolds them. Partner sharing (or turn and talk) allows all students to have their voices heard and keeps lessons lively and interactive.

The following turn-and-talk example occurred after reading the second book, The Wolf’s Story in the reading lesson. Students were to discuss the POV and how they figured it out. Eavesdrop in on one of the conversations to see how the speaking and listening standards are embedded into reading. Prior to this lesson, turn and talk was explicitly taught and students had ample time to practice over a few days. We created anchor charts of what makes good listening and speaking skills, along with prompts and sentence starters to get conversations going and moving to deeper levels.

The class has had time to discuss and I’ve had time to listen in on various conversations, assessing their understanding of POV. If it had been apparent that the majority of the class did not understand, then I would reteach the concept the next day. Informal assessments always guide my instruction—it’s about student needs and understanding! We come back together as a group and I have different partners share their thinking. I have Jose and Carson share their discussion about toffee and other students say they ran into the same problem. This is a great teachable moment of how we can use each other to understand new vocabulary—and use context clues.