Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

10 Common Core Code X Instructional Routines & More

No description
by

Sarah Rogers

on 29 March 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of 10 Common Core Code X Instructional Routines & More

Routine 8: Unpack the Task
Routine 1: Think (Write)-Pair-Share
Routine 5: Summarize
Routine 2: Idea Wave
When to Use It:
When to Use It

This structure can be used with any question or task requiring a brief response (1-3 sentences), such as text-based comprehension checks and open-ended questions
How to Use It
1.
Explain
: "We are going to do a Think (Write)-Pair
-Share. First, I'll ask a questions and everyone will
silently think (and write). Next, partners will take turns sharing
responses with each other. Then, I'll call on individuals to share
ideas with the whole class."
2.
Question
: "Take a minute to think about the question."
Based on my experience, ________________________.
Based on my understanding of the issue/article, _____________________.
According to the report, ____________________.
3.
Facilitate
: "Notice how I have completed my response using the sentence frame. At the signal, partner 1 shares. After partner 1 shares, partner 2 shares."
4.
Monitor
: Observe student interactions taking note of perceptions and misunderstandings
5.
Debrief
: Students are actively engaged in listening...
My idea builds upon ________'s idea. _______ and I both agreed that _______.
My partner pointed out that ___________.
One idea we discussed is ___________.
Routine 3: Academic Vocabulary Routine
When to Use It:
Routine 4: Oral Cloze Routine (Reading)
Routine 6: On Demand Writing
During whole-group instruction
How to Use It:
1.
Explain
: "Take a few minutes to write down notes in response to the question. I'll start the wave by choosing a student to share. then we'll move around the room, hearing more ideas."

2.
Question
: Pose an open-ended question or task from the unit.
Describe whether the narrator is wise and creative or foolish and proud.
In my opinion, the narrator is _________ because ________.
My idea is similar to _________'s idea. I think that ________.

3.
Facilitate
: "When you share an idea, use the sentence frames to build your response. Be sure to acknowledge if your idea builds upon or is different from your classmates'. Let's begin the Idea Wave with Carlos."

4.
Monitor
: Provide feedback and clarify confusion

5.
Debrief
: Finish the discussion with a summary of ideas shared
Introducing new vocabulary words during a unit or a book
How to Use It:
When to Use It:
To read texts multiple times during whole-group instruction
How to Use It:
1.
Pronounce:
"Our target word is expedition, a word we'll be learning throughout the unit. Say it with me: expedition. One more time: expedition. Expedition is a noun. A noun can be a person, place, idea, or thing. An expedition is a thing."

2.
Rate
: "Think about the word expedition, Does it sound familiar? When would we use the word expedition?"

3.
Explain
: "An expedition is a journey that has a definite purpose. Write this meaning. Let's read this definition together before exploring some examples. An expedition is ______."

4.
Discuss
: "If you go on a hike to a specific location, such as the top of a mountain, then you can call your hike an expedition. 'The guide led us on an expedition to the top of the mountain'."

5.
Coach
: "Think about what you would need if our class went on an expedition to ________. If our class went on an expedition to ______, I would definitely want to bring _____ (noun)."

6.
Review
: Begin the next day by quickly reviewing the vocabulary words
1.
Prepare
: Look over the reading and familiarize yourself with the phrasing and the words suggested for omission. Select appropriate words to omit while reading aloud.

2.
Explain
:
"I'm gong to read aloud the text. Your job is to read along silently with me while I read aloud. Be sure to follow with your eyes on the text. Follow my pace and do not read ahead or slow down. Occasionally, I will leave out a word. When this happens, read the missing word out loud."
"For example, let's practice with the first sentence. I will read the entire sentence except the last word. When I stop reading, everyone says the word at the same time."

3.
Read
: As you read the text aloud, model fluent reading sounds like natural speech: at an appropriate pace, pronouncing words accurately pausing at the end of phrases, interpreting punctuation, and using expression.

4.
Monitor
: "I didn't hear everyone say the word that I left out. Let's read this sentence again and this time, make sure to chime in."
How to Use It:
1.
Preview
: Read the literary text out loud to yourself
2.
Assign
: "Follow along in your book aloud the first two pages of "Funny in Farsi." Be prepared to tell about the narrator's experiences.
3.
Read
: Model fluent reading that sounds like natural speech.
4.
Review
: "Use this response frame and evidence from the text to answer the question. Share your response with a partner.
Routine 4: Choral Reading (Reading)
How to Use It:
1.
Explain
: "Everyone follow along and read the Unit introduction out loud with me."
2.
Practice
: "Let's practice. Put your finger on the first word of the Unit introduction. I'm going to read the first sentence out loud and everyone read out loud with me."
3.
Read
:"Let's start from the beginning. Everyone read out loud along with me.
How to Use It:
Routine 4: Independent (Reading)
Routine 4: Partner Cloze (Reading)
How to Use It:
1.
Explain
: Tell the students that they will take on the role of teacher as they read the text out loud and leave out words for their partner to fill in out loud.
2.
Partner
: "Let's go around the room and count off as 1's and 2's to partner up."
3.
Direct
: "Read the text silently and use a pencil to put a box around approximately three or four words to leave out."
4.
Monitor
: "Read the text out loud while your partner fills in the words you leave out. Then switch roles and follow along in the text, chiming in with the words your partner leaves out.
1.
Explain
: "We have read this text together and with partners. This time, it's your turn to read it independently."
2.
Assign
: "Read the text silently on your own. As you read, think about how the narrator changes as a result of her experiences."
3.
Monitor
: Circulate as students read the text silently, redirecting students as necessary.
4.
Review
: Guide students to discuss and share responses to the Close Reading question.
When to Use It:
How to Use It:
To write a summary after completing all of the instruction for each text
1.
Introduce
: Tell students they will summarize a text they have read. Pass out copies of the Summarize graphic organizer.
2.
Explain
:
Step 1
: Find the topic, or what the text is
mostly about.
Step 2
: Look for the most important details
about the topic.
Step 3
: Restate the topic and details in a short
summary. Use your own words.
3.
Read aloud
: "I know that the topic is often at the
beginning of an informational text, so I'm going
to look there. The topic is what the text is mostly
about. Next, I need to find the important details
by asking what information tells me more about the
topic. Now, to summarize the text, I need to combine, or
synthesize, these ideas in my own words. I will state the topic and important details in order of importance.
4.
Model
: "I'm going to write the topic and important details in the top two boxes. Then I need to put this information in my own words. I will state the topic and important details in order of importance.
5.
Guide
: Guide students to complete the graphic organizer with a new text, summarizing orally at first, and then writing their summaries.
6.
Reinforce
: Reinforce the skill, gradually introducing longer and more complex texts.
important
idea
important
idea
important
idea
important
idea
summary
Routine 4: Modeled Fluent Reading (Reading)
10
Common Core Code X
Instructional Routines & Many More

When to Use It:
How to Use It:
Answering close reading/writing questions.
When students respond to end-of-day prompts
1.
Analyze Prompt
:
"Underline any direction words (e.g., compare, describe, persuade) and, in your own words, restate what you are being asked to do. Use the frames:
I underlined the direction word(s) _______ in the prompt.
For this assignment I need to ________.
Circle any topic words that state the topic and specify what should be addressed.
I circled the topic word(s) _________. I need to __________.
2.
Identify Audience
:
Determine the audience for this assignment
The audience I am writing for is _______.
I am writing for this _________.
3.
Find Evidence
:
Select the evidence necessary to address the prompt.
I need to provide specific information (examples, definitions, details, etc.) about _______.
First, I will write about __________. Second, I will write about _________. Third, I will write about ____________.
4.
Write response
:
Allow students approximately ten minutes to write their responses.
Routine 7: Socratic Seminar Routine
When to Use It:
How to Use It:
To discuss Unit Introductions, questions from Unit readings and Literature Circle selections, and students' points of view.
1.
Question
:
"What makes a team like the one in the book successful? How can people's different backgrounds and experiences contribute to a team's success? Let's brainstorm"
2.
Interact
:
To foster equitable participation, consider dividing the class into sections and requiring one response at a time per section
"Each time someone from section A contributes, section B must follow."
3.
Refer to the Text
:
"A team is more successful when people from different backgrounds and experiences work together. What part of the text made you think about that?"
4.
Support With Evidence
:
"Let's each share a time when we worked on a successful team."
5.
Keep Questioning
:
Challenge each student to record and ask 3-5 questions
"Rohan wonders about how the team members in the article got training. Does anyone else want to learn more about the individuals on the team?"
6.
Challenge
:
Provide frames to help students respectfully disagree, hold the floor, and build upon one another's ideas.
"Can anyone extend Haiz's ideas?"
7.
Ask for Clarification
:
"Jessica, will you explain again how the team members' background helped them?"
When to Use It:

How to Use It:
When discussing a writing task to help students understand the task more deeply and to determine what each writing task is asking students to know and do.
1.
Analyze Purpose
:
"Identify direction words and, in your own words, restate the assignment."
2.
Clarify Topic
:
"Find the academic words and phrases that state the topic of the task. What topic will you be writing about."
3.
Identify Audience
:
"Knowing your audience will help you determine the style of your writing. To whom are you writing? A professional audience? Yourself? Your classmates? A newspaper? A group of kindergartners?
4.
Find Format
:
"Knowing the format will guide you in how to write your piece. What structure will your writing take in order to fit the task? Is it an informative essay, a narrative, or an argumentative essay? What format did the model use?
5.
Examine Expectations
:
Have students discuss the rubrics with their classmates.
"What will you be evaluated on? What will be important to focus on as you are writing your piece? How will you make sure that all the criteria are met?
Routine 9: The Writing Process
When to Use It:
How to Use It:
Follow the writing process steps over the course of several days during whole- and small-group instruction.
1.
Plan
:
Guide students to identify the writing type, audience, and purpose for writing. Provide frames for students to discuss ideas with a partner or the small group
2.
Organize
:
Reread the writing prompt and review each of the key features of the writing text type. Guide students to organize their ideas by writing notes to complete the prewriting outlines.
3.
Write
:
"We use everyday words like cold or hot when we talk casually with friends. When we write, we use more formal or specific language. For example, your writing will be more powerful and descriptive if you use precise words like frigid or scalding."
4.
Revise/Edit
:
Work with students to revise features with low rubric scores
Have students self- and peer-assess their writing
Guide students as they revise their writing to focus on common grammar, usage, and mechanics errors.
5.
Publish
:
Assist students as they write their final drafts
Give them options for presenting their writing in authentic ways and using technology
Reason #1
Reason #2
Reason #3
Reason #4
Text:
Evidence:
Text:
Evidence:
Text:
Evidence:
Text:
Evidence:
Routine 10: Self Evaluation & Peer Feedback
When to Use It:
1.
Self-Asses
:
Direct students to read their own writing and circle rating in their rubrics to self-assess.
2.
Rate
:
Assign partners and tell students to exchange their drafts and rubrics. Have students read their partner's draft and circle ratings in their partner's rubrics.
3.
Write Feedback
:
"As you write feedback for your partner, start with positive comments--a couple of things that your partner did well. Then write a couple suggestions for revision--things that you think your partner can make better."
4.
Share Feedback
:
Ask students to return their partner's draft. Have the first partner discuss the feedback he or she recorded in the partner's rubric
5.
Summarize
:
Direct the second partner to ask questions and orally summarize his or her partner's feedback using the sentence starters in the rubric
6.
Switch Roles
:
Finally, have partners switch roles so the second partner shares his or her feedback. Then have the other students ask questions and summarize the feedback orally.
When students revise their writing during small-group instruction
How to Use It:
Vocabulary
Five Steps:
1. Build background
2. Introduce words
3. Make connections
4. Apply words to real situations
5. Present words
I have never seen this word.
I think I have seen this word, but I don’t know what it means.
I have seen this word, and it has some- thing to do with....
I know this word. I can use it in my speaking, reading, writing, and listening.
Building Background
How well do students know the word?
Building Background
What are some examples of guiding questions?
How useful is the word? Can you use the word in different situations or contexts?
Is the word used frequently? Do you think the word can appear in different texts?
Is the word’s meaning easy to explain in every- day language?
Does the word refer to something concrete or abstract?
Does the word have multiple meanings?
Does the word have a prefix, suffix, or identifiable root?
Introduce Words
1. Introduce word

2. Assign a color and rationale

3. Define in 3 ways
Make Connections

1. Identify symbol and rationale

2. Construct sentence completions
Apply Words to Real Situations & Present
1. Apply word to real situation

2. Construct sentence completions

3. Present to words to class
& Many More...
Summarize: Think- (Write) Pair-Share
1. Name the who or what. (The main person, animal, or thing.)

2. Tell the most important thing about the who or what.

3. Say the main idea in words or less.

Carousel
Write a different problem/topic/question on large poster sheets hung on the walls or on each table

Each group/team is given a different colored marker

Each team goes to a different poster, discusses the topic and decides what to write

Teams rotate to all of the posters, adding to what was written by previous teams (have a time limit)

When done, each team does a "gallery walk"

A large group discussion/debrief can then be held
Fortune Cookie
Choose 5-6 questions and put in an envelope

Each group/team receives an envelope

One person draws a questions and makes one statement about the topic, then passes it on

The next person adds their own statement or responds to the previous statement

When everyone has responded to the first statement, another person draws from the envelope and repeats the process
I Have...Who Has
Each student has one card with a question and an answer to a different question

Student 1 asks "Who has..." and states the question

The person with the answer says, "I have..." and states the answer

The responding student then poses his question and the student with the answer on his card responds

The process continues until all the questions and responses have been given
Index Card Carousel
Have students write one thing they really need help with on an index card

The cards get passed around with the other students offering suggestions
Jigsaw #1
Each group is assigned a different part of a larger task
The group researches and discusses the task
The group determines how to organize and present the information
Each group presents its part to the whole class
Jigsaw #2
Each group member is assigned a different part of a task or question
Each member researches their own task or question
Each member then presents the information to the others in his/her study team
& Many More...
Pairs Check
Each pair has one paper and one pencil
Student #1 writes what student #2 explains OR Student #1 answers the question while Student #2 listens and asks questions
Then roles are reversed for the second question
Then each pair checks their work with the other study team pair
Continue on to the next set of questions
Silent Debate
Student pairs: One is "pro", the other is "con"
Each pair has one pencil and one sheet of paper
A topic is given, the pro goes first
The pro makes a supportive statement in writing
The con reads the statement and then writes a comment against the topic
The process repeats 3-4 times
Swapmeet
When a group is partially finished, one pair from each group rotates to the next group
Pairs from the two groups share ideas, solutions, thinking...
Pairs return to their original teams and share what they learned
Group Roles
Resource Manager:
Recorder/Reporter:
Facilitator:
Task Manager:
Get supplies, make sure team cleans up, calls teacher over for group questions
Understands the expectations, shares group findings with whole class, teacher may give this student more information to share with their group
Helps group get started
Makes sure everyone understands before group moves on
Makes sure all group members are on-task
Makes sure no one talks outside of the group
Full transcript