Text Based Discussion and Writing (Read Aloud or Shared Reading) Core Action 3A. The teacher keeps all students persevering with challenging tasks. Students habitually display persistence with challenging tasks, particularly when providing textual evidence to support answers and responses, both orally and in writing. Core Action 3B. The teacher encourages reasoning and problem solving by posing challenging questions and tasks that offer opportunities for productive struggle. Students persevere in solving questions and tasks in the face of initial difficulty. Possible Sequence of Teacher Moves In grades K/1, and sometimes 2, these moves will be done with teacher read aloud. In 3-8, these moves will be done with a shared text. Cut pre-reading activities. Select academic vocabulary words that are central to the meaning of the text AND ones that allow students to determine the meaning from context. Ask if anyone knows the meaning of the selected word(s) and how. Eliminate pre-teaching/modeling strategies—instead, ask “what did you do to understand your reading” after students have listened/read. Pose text specific questions with “Turn and talk” or “turn to your table groups.” opportunities for everybody to engage in the work before accepting answers. “Everybody write the answer to this question.” “Jot 1-2 words in the margin/ on a post-it/ on your dry erase board that answers the question.” Flag possible text based challenges, with “Turn and talk: tell your partner what’s going on here.” students tackling those rather than teacher modeling. “Reread this to yourself, underline key words that tell you what’s happening here.” “Re-read this to yourself, circle words you don’t know or ideas you don’t understand.” “Read this part with your partner and discuss what you think it is about.” Have students flag the challenges in the Have students point out the challenges, work in partners to try text, rather than the teacher. to problem solve, ask for additional support after X number of “tries” have failed. Note- when possible, if students are still experiencing challenges, have other students share rather than the teacher.
Text Based Discussion and Writing (Read Aloud or Shared Reading) Core Action 3A. The teacher keeps all students persevering with challenging tasks. Students habitually display persistence with challenging tasks, particularly when providing textual evidence to support answers and responses, both orally and in writing. Core Action 3B. The teacher encourages reasoning and problem solving by posing challenging questions and tasks that offer opportunities for productive struggle. Students persevere in solving questions and tasks in the face of initial difficulty. Possible Sequence of Teacher Moves In grades K/1, and sometimes 2, these moves will be done with teacher read aloud. In 3-8, these moves will be done with a shared text. Cut pre-reading activities. Select academic vocabulary words that are central to the meaning of the text AND ones that allow students to determine the meaning from context. Ask if anyone knows the meaning of the selected word(s) and how. Eliminate pre-teaching/modeling strategies—instead, ask “what did you do to understand your reading” after students have listened/read. Pose text specific questions with opportunities for everybody to engage in the work before accepting answers. “Turn and talk” or “turn to your table groups.” “Everybody write the answer to this question.” “Jot 1-2 words in the margin/ on a post-it/ on your dry erase board that answers the question.” Flag possible text based challenges, with students tackling those rather than teacher modeling. “Turn and talk: tell your partner what’s going on here.” “Reread this to yourself, underline key words that tell you what’s happening here.” “Re-read this to yourself, circle words you don’t know or ideas you don’t understand.” “Read this part with your partner and discuss what you think it is about.” Have students flag the challenges in the text, rather than the teacher. Note- when possible, if students are still experiencing challenges, have other students share rather than the teacher. Have students point out the challenges, work in partners to try to problem solve, ask for additional support after X number of “tries” have failed.
Whos-Doing-the-Work-Core-Action-Strategy-Sheet.docx