If you missed the Thinking Routines post 1-4, check out the first one HERE! It will explain the direction of the next few posts in the upcoming weeks. My hope is you will see something and think, "Oh! I can use that when I'm teaching [insert topic/concept]!" Sentence-phrase-wordWhat is it?Sentence-Phrase-Word can be adapted across many different subjects. Sentence-Phrase- Word is designed to help students identify the core meaning of text. It allows for social learning and focuses on reading for meaning. Students find what stands out to them and then they can justify their responses orally. This strategy helps them practice communication, collaboration, reading for meaning, supporting with evidence, intro into close reading as well as pre-notetaking skills. What does it look like? Step 1: Start with a thought provoking article or passage. It could be something that students are directly reading in class or something that connects to the reading in various ways. This is also a great activity to use with a collection of articles, jigsaw style. Step 2: Students read the text/passage and highlight sentences, words and phrases that stand out to them. Students can work individually, in pairs or small groups. Here's a possible structure:
Step 3: Students discuss their selections with a small or whole group. Students could use the handout on the previous slide to record their notes or the teacher could provide them with a large poster sheet of paper to take group notes. Step 4: Students should present their findings.
Step 5: Reflection on the discussion. Pose leading questions to the students.
Step 6: Depending on how on the direction you decide to go, whether it be handout, post-it, or pieces of paper, it’s always nice to see the responses visually. Try to think about how you can post them in the classroom so you can reference them through the unit. Ways to use it in your classroom:
What Makes you say thatWhat is it?What Makes You Say That? Is a strategy that teachers can weave into discussions to push students to give evidence for their assertions. It pushes students to give evidence to support their claim. It's not about the one 'right' answer, it's about students thought process and why they made the choices they did. It empowers the learning community to be analytical and examine the reasons and evidence. What does it look like?It's one of the easiest routines that can be integrated into any subject. This can be adapted to fit your lesson. It works well when students come to an idea or state their opinion. A teacher could then have a 'What Makes You Say That?" paper prompt or have poster paper for students to write down their response to the question. The idea is that they support it with evidence. It's socratic in nature, and allows teachers to continually ask students to think deeply and explain and support with evidence. Ways to use it in your classroom:
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