Reflection: Routines and Procedures Comparing and Contrasting Our Stories With a Double Bubble Map - Section 3: Discussing the Story As a Class


It takes a lot of work on the teachers part to establish routines that students need to follow in order for them to be successful in achieving the speaking and listening standards.  Accountable talk is a way to increase how much talking your students do in the classroom.  Here is a great article that will tell you more about accountable talk.

I have students talk in every subject area throughout the entire day.  In order for all this talking to work in my classroom I had to establish procedures so students would each have an equal opportunity to participate and for fighting not to occur.

I switch partners up regularly.  Students could have several different partners each day.  I've included different resources for you in this section to help switch things up as students pick different partners.  Students will get bored if they always have to talk to the person next to them.  There are times when we switch partners that students will also end up sitting in someone else's seat for a particular lesson. I have also found that sometimes this helps with student behavior because at times students just have a bad day sitting with a particular classmate. 

After partnering students up, I have each partner group decide who is Person 1 and who is Person 2. By partnering students up this way, each partner gets to take a turn being the speaker and listener.  Reserved children are pushed out of their comfort zone and are expected to participate in conversations.  Outgoing students are not allowed to monopolize the conversation either. 

At the beginning of the year I made necklaces for each student using this resource Accountable Talk Stem Cards.pdf.  I would have to say things like "Person 1 - you are the speaker right now.  Look at your card with the mouth.  This is what you are responsible for right now.  Person 2 - you are the listener.  Look at your card with the ear. This is what you are responsible for right now."  We would discuss in great detail about what their role was.  Then students would get to switch roles for the next question.  In each lesson I make sure students are held accountable for their roles when they talk.  I also make sure they are always speaking in complete sentences.  If I want my students to be able to read complex text, I need to be sure they are speaking using complex sentence structure. 

Lessons took much longer at the beginning of the year because we were establishing these routines. I would have to teach such simple concepts such as having them look at their partners.  I would also have to tell them to speak in complete sentences and how to disagree with someone without making the other person feel bad.  Was it exhausting at the beginning of the year?  Yes.  Was it worth establishing these routines in the end?  YES!  If you look at the video in this lesson, you'll see that their talking looks effortless.  I can assure you this is the product of a great deal of hard work on both my part and my students' part as well.

  Routines and Procedures: Setting Up Accountable Talk Routines
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Comparing and Contrasting Our Stories With a Double Bubble Map

Unit 11: Comparing, Contrasting, and Determining Theme in Multicultural Cinderella Stories
Lesson 3 of 6

Objective: SWBAT identify the similarities and differences between different versions of fictional stories.

Big Idea: Today we are working on an important reading comprehension skill - comparing and contrasting!

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