Start Smart 1.0 Revised Resources - Schoolwires › cms › lib08 › CA01000043 › ...Kinder Resources Kinder- Designated ELD Resources 8•12•16 FINAL 2 Start Smart-Conversation

Kindergarten Start Smart 1.0

Revised

Resources

Kinder Resources

Kinder- Designated ELD Resources 8•12•16 FINAL

2

Start Smart-Conversation Practices Resources Lessons 1-3

1. Conversation Norms Poster 2. Visual Text for Teacher Modeling-Lessons 1

and 2 3. Listening Task Poster--CREATE 4. Model/Non-Model Script-Lessons 1 & 2 5. Constructive Conversation Game-CREATE

Cards 6. Visual Text for Student Practice-CREATE-

Lessons 1 & 2 7. Visual Text for Teacher Modeling- Lesson 3 8. Model/Non-Model Script-Lesson 3 9. Visual Text for Student Practice-Lesson 3

10. Self-Assess Poster

11. Student Progress Form (SPF) & Sample Poster (at the end of resources)

Kinder Resources


3

Conversation Norms

1. Use your think time

2. Use the language of the skill

3. Use your conversation voice

4. Listen respectfully

5. Take turns and build on each other’s ideas

Kinder Resources


4

LISTENING TASK FOR CREATE

HOW DID EACH PARTNER?

• state his/her ideas? • take turns sharing their ideas? • stay on topic? • build on each other’s ideas?

Kinder Resources


5

Visual Text for Teacher Modeling-Lessons 1 & 2

Kinder Resources


6

Visual Text for Student Practice Lessons 1-2

Kinder Resources


7

Model and Non-Model Scripts-Lessons 1-2

PROMPT: What do you notice in the visual text?

MODEL:

Student A: I notice the sun smiling. What do you

notice?

CR I notice the sun smiling. What do you notice?

Student B: I notice the clouds blowing. What do you

notice?

CR I notice the clouds blowing. What do you notice?

Student A: I notice a red bird with a bow. What do

you notice?

CR I notice a red bird with a bow. What do you notice?

Student B: I notice a bird with a hat flying, too. What

do you notice?

CR I notice a bird with a hat flying, too. What do you notice?

Student A: I notice people that are running and tents

falling down. What do you notice?

CR I notice people that are running and tents falling down. What do you notice?

Student B: I notice people hugging. What do you

notice?

CR I notice people hugging. What do you notice?

Student A: I notice it is raining. What do you notice? CR I notice it is raining. What do you notice?

Student B: I notice it is a stormy day. CR I notice it is a stormy day.

Kinder Resources


8

NON-MODEL:

Student A: I see a sun.

Student A: I see a bird.

Student B: I see a bird, too.

Student B: I see wind.

Student A: I see people.

Student B: I see a tent.

Student A: I don’t like the rainy day.

Student B: I don’t like the windy day.

Kinder Resources


9

Constructive Conversation Game-CREATE

Kinder Resources


10

Visual Text for Teacher Modeling Lesson 3

Kinder Resources


11

Model and Non-Model-Day 3

PROMPT: What do you notice in the visual text? Model:

Student A: I notice a bird wearing a hat. What do you notice?

CR

Student B: I notice the fire. What do you notice? CR

Student A: I notice the rooster is wearing clothes. What do you notice?

CR

Student B: I notice a cow. What do you notice? CR

Student A: I notice a lizard. What do you notice? CR

Student B: I notice the rooster has an orange tail. What do you notice?

CR

Student A: I notice a dog on the road. What do you notice?

CR

Student B: I notice a house and trees. What do you notice?

CR

Kinder Resources


12

Non-Model: Student A: I see a bird.

Student A: I like birds.

Student B: I see the fire.

Student B: I see the rooster.

Student A: The rooster has a hat.

Student B: The fire looks angry.

Student B: There are animals.

Student A: They look at them.

Kinder Resources


13

Visual Text for Student Practice-Lesson 3

Kinder Resources


14

Self-Assess

1. I am still learning the Constructive Conversation Skill

2. I need more practice using the Constructive Conversation Skill

3. I understand but need more practice using the Constructive Conversation Skill

4. I understand but I am not ready to explain the Constructive Conversation Skill

5. I understand and I can explain the Constructive Conversation Skill

Kinder Resources


15


1. Conversation Norms Poster-Lessons 4-6 2. Visual Text for Teacher Modeling-Lessons 4-6 3. Listening Task Poster--CLARIFY 4. Model/Non-Model Script- Lessons 4-6 5. Constructive Conversation Game- CLARIFY

Cards 6. Visual Text for Student Practice- CLARIFY -

Lessons 4-6 7. Visual Text for Teacher Modeling-Lesson 6 8. Model/Non-Model Script- Lesson 6 9. Visual Text for Student Practice- Lesson 6 10. Self-Assess Poster

Kinder Resources


16

Conversation Norms






Kinder Resources


17

Listening Task- CLARIFY

How did each partner:

1. state his/her ideas? 2. take turns sharing their

ideas? 3. make their ideas clearer? 4. stay on topic? 5. build on each other’s ideas?

Kinder Resources


18

Visual Text for Teacher Modeling - Lessons 4-5

Kinder Resources


19

Visual Text for Student Practice - Lesson 4-5

Kinder Resources


20

Model and Non-Model Scripts-Lessons 4-5

PROMPT: What do you notice in the visual text? Provide details. Model Student A: I notice a bird flying. It is wearing a bow tie

and a hat. What can you add?

CL

Student B: I notice the sun is smiling in the sky. What

can you add?

CL

Student A: I notice the sun is looking and smiling at the

bird. What details can you add?

CL

Student B: I also notice a bird flying. It is flying in the

blue cloudy sky. What can you add?

CL

Student A: I notice the bird with the hat is looking at

the red bird. What details can you add?

CL

Student B: I notice the rain falling. The rain is falling on

the people. The people are getting wet.

What do you notice?

CL

Student A: I notice three people hugging in the rain. CL

Kinder Resources


21

They have a blanket. What can you add?

Student B: I notice people running. A person is

running to the teepee.

CL

Non-Model:

Student A: I notice the bird with the hat and bow tie is flying.

Student B: More

Student A: He is looking at the sun.

Student B: I notice a little hat.

Student A: I like hats.

Student B: I like birds.

Student A: It is raining. What do you notice?

Student B: It is a sunny day.

Kinder Resources


22

Student A:

Kinder Resources


23

Constructive Conversation Game- CLARIFY

© Z

wier

s, O’

Hara

, & P

ritch

ard (

2014

)

Cla

rify

© Zwiers

, O’Hara, &

Pritchard

(2014)

Common

Core Sta

ndards in

diverse c

lassroom

s: Esse

ntial prac

tices for d

eveloping

academic

lang

uage and

disciplin

ary litera

cy. Stenh

ouse Pub

lishers |

ALDNetw

ork.org

Goa

l: Student

s inde

pendently

build up

idea

s (knowle

dge,

agreeme

nt, soluti

on) usin

g these s

kills.

Prompt sta

rters:

What is y

our idea?

How

can we c

ombine th

ese ideas?

Wha

t do we nee

d to do?

What are

other poin

ts of view

? Wha

t do you th

ink about…

? Why

…How…I

wonder…

Response

starters:

One

idea could

be …

My hypoth

esis is…

That rem

inds me o

f… I not

iced the p

attern of…

I thin

k it depen

ds on…

Prompt sta

rters:

What is y

our opinio

n? Whe

re do you

disagree?

How mig

ht we take

the best

from both

ideas?

How can

we decide

which is

the more _

__ idea?

How does

evidence

for your

argument c

ompare to

mine?

How doe

the two ide

as similar

and differe

nt? Whic

h has the s

trongest

evidence?

Response

starters:

I see

it a differe

nt way,

On the oth

er hand, …

A po

int of disa

greement th

at I have

is…

Even thou

gh it seem

s that …,

That is a

valid poin

t, but…

I think the

negatives

of…

outweigh

the posit

ives of …

Constru

ctive

Convers

ation Sk

ills Pos

ter

Negotia

te

Prompt sta

rters:

Can you g

ive an exa

mple

from the t

ext? Whe

re does it

say that?

What are

examples

from

other texts

? Wha

t is a real

world

example?

Are t

here any c

ases of th

at in re

al life?

Can you g

ive an exa

mple

from your

life?

What is th

e stronges

t supp

ort for…?

Response

starters:

For e

xample,

In the tex

t it said

that…

Remembe

r in the ot

her story

we read

that…

An examp

le from m

y life is

One case

that illustr

ates this

is… Strong sup

porting ev

idence is

Prompt sta

rters:

Can you e

laborate o

n the…?

What doe

s that mea

n? Wha

t do you m

ean by....?

Can

you clarify

the part

about…?

Say more a

bout…

Why.. Ho

w…What…

When…

How is th

at importa

nt? How

does it su

pport you

r point

that…

I understa

nd the par

t about…,

but I

want to k

now…

Can you b

e more sp

ecific?

Is what I j

ust said c

lear?

Does that

make sens

e? Do y

ou know w

hat I mea

n? Wha

t do you th

ink? I’m n

ot sure if

I was clea

r.

Response

starters:

I thin

k it means…

In ot

her words,

More

specifical

ly, it is …

beca

use…

An analog

y might b

e… It is i

mportant b

ecause…

Let m

e see if I h

eard you

right…

To paraph

rase what

you just s

aid, you…

In ot

her words,

you are

saying tha

t… Wha

t I underst

ood was…

It sou

nds like y

ou think

that…

It all boil

s down to…

A dif

ferent way

to say it..

Clarify

Fortify

BU

ILD IDE

A

Create

Cla

rify

© Zwiers

, O’Hara, &

Pritchard

(2014)

Common

Core Sta

ndards in

diverse c

lassroom

s: Esse

ntial prac

tices for d

eveloping

academic

lang

uage and

disciplin

ary litera

cy. Stenh

ouse Pub

lishers |

ALDNetw

ork.org

Goa

l: Student

s inde

pendently

build up

idea

s (knowle

dge,

agreeme

nt, soluti

on) usin

g these s

kills.

Prompt sta

rters:

What is y

our idea?

How

can we c

ombine th

ese ideas?

Wha

t do we nee

d to do?

What are

other poin

ts of view

? Wha

t do you th

ink about…

? Why

…How…I

wonder…

Response

starters:

One

idea could

be …

My hypoth

esis is…

That rem

inds me o

f… I not

iced the p

attern of…

I thin

k it depen

ds on…

Prompt sta

rters:

What is y

our opinio

n? Whe

re do you

disagree?

How mig

ht we take

the best

from both

ideas?

How can

we decide

which is

the more _

__ idea?

How does

evidence

for your

argument c

ompare to

mine?

How doe

the two ide

as similar

and differe

nt? Whic

h has the s

trongest

evidence?

Response

starters:

I see

it a differe

nt way,

On the oth

er hand, …

A po

int of disa

greement th

at I have

is…

Even thou

gh it seem

s that …,

That is a

valid poin

t, but…

I think the

negatives

of…

outweigh

the posit

ives of …

Constru

ctive

Convers

ation Sk

ills Pos

ter

Negotia

te

Prompt sta

rters:

Can you g

ive an exa

mple

from the t

ext? Whe

re does it

say that?

What are

examples

from

other texts

? Wha

t is a real

world

example?

Are t

here any c

ases of th

at in re

al life?

Can you g

ive an exa

mple

from your

life?

What is th

e stronges

t supp

ort for…?

Response

starters:

For e

xample,

In the tex

t it said

that…

Remembe

r in the ot

her story

we read

that…

An examp

le from m

y life is

One case

that illustr

ates this

is… Strong sup

porting ev

idence is

Prompt sta

rters:

Can you e

laborate o

n the…?

What doe

s that mea

n? Wha

t do you m

ean by....?

Can

you clarify

the part

about…?

Say more a

bout…

Why.. Ho

w…What…

When…

How is th

at importa

nt? How

does it su

pport you

r point

that…

I understa

nd the par

t about…,

but I

want to k

now…

Can you b

e more sp

ecific?

Is what I j

ust said c

lear?

Does that

make sens

e? Do y

ou know w

hat I mea

n? Wha

t do you th

ink? I’m n

ot sure if

I was clea

r.

Response

starters:

I thin

k it means…

In ot

her words,

More

specifical

ly, it is …

beca

use…

An analog

y might b

e… It is i

mportant b

ecause…

Let m

e see if I h

eard you

right…

To paraph

rase what

you just s

aid, you…

In ot

her words,

you are

saying tha

t… Wha

t I underst

ood was…

It sou

nds like y

ou think

that…

It all boil

s down to…

A dif

ferent way

to say it..

Clarify

Fortify

BU

ILD IDE

A

Create

Cla

rify

© Zwiers

, O’Hara, &

Pritchard

(2014)

Common

Core Sta

ndards in

diverse c

lassroom

s: Esse

ntial prac

tices for d

eveloping

academic

lang

uage and

disciplin

ary litera

cy. Stenh

ouse Pub

lishers |

ALDNetw

ork.org

Goa

l: Student

s inde

pendently

build up

idea

s (knowle

dge,

agreeme

nt, soluti

on) usin

g these s

kills.

Prompt sta

rters:

What is y

our idea?

How

can we c

ombine th

ese ideas?

Wha

t do we nee

d to do?

What are

other poin

ts of view

? Wha

t do you th

ink about…

? Why

…How…I

wonder…

Response

starters:

One

idea could

be …

My hypoth

esis is…

That rem

inds me o

f… I not

iced the p

attern of…

I thin

k it depen

ds on…

Prompt sta

rters:

What is y

our opinio

n? Whe

re do you

disagree?

How mig

ht we take

the best

from both

ideas?

How can

we decide

which is

the more _

__ idea?

How does

evidence

for your

argument c

ompare to

mine?

How doe

the two ide

as similar

and differe

nt? Whic

h has the s

trongest

evidence?

Response

starters:

I see

it a differe

nt way,

On the oth

er hand, …

A po

int of disa

greement th

at I have

is…

Even thou

gh it seem

s that …,

That is a

valid poin

t, but…

I think the

negatives

of…

outweigh

the posit

ives of …

Constru

ctive

Convers

ation Sk

ills Pos

ter

Negotia

te

Prompt sta

rters:

Can you g

ive an exa

mple

from the t

ext? Whe

re does it

say that?

What are

examples

from

other texts

? Wha

t is a real

world

example?

Are t

here any c

ases of th

at in re

al life?

Can you g

ive an exa

mple

from your

life?

What is th

e stronges

t supp

ort for…?

Response

starters:

For e

xample,

In the tex

t it said

that…

Remembe

r in the ot

her story

we read

that…

An examp

le from m

y life is

One case

that illustr

ates this

is… Strong sup

porting ev

idence is

Prompt sta

rters:

Can you e

laborate o

n the…?

What doe

s that mea

n? Wha

t do you m

ean by....?

Can

you clarify

the part

about…?

Say more a

bout…

Why.. Ho

w…What…

When…

How is th

at importa

nt? How

does it su

pport you

r point

that…

I understa

nd the par

t about…,

but I

want to k

now…

Can you b

e more sp

ecific?

Is what I j

ust said c

lear?

Does that

make sens

e? Do y

ou know w

hat I mea

n? Wha

t do you th

ink? I’m n

ot sure if

I was clea

r.

Response

starters:

I thin

k it means…

In ot

her words,

More

specifical

ly, it is …

beca

use…

An analog

y might b

e… It is i

mportant b

ecause…

Let m

e see if I h

eard you

right…

To paraph

rase what

you just s

aid, you…

In ot

her words,

you are

saying tha

t… Wha

t I underst

ood was…

It sou

nds like y

ou think

that…

It all boil

s down to…

A dif

ferent way

to say it..

Clarify

Fortify

BU

ILD IDE

A

Create

Cla

rify

© Zwiers

, O’Hara, &

Pritchard

(2014)

Common

Core Sta

ndards in

diverse c

lassroom

s: Esse

ntial prac

tices for d

eveloping

academic

lang

uage and

disciplin

ary litera

cy. Stenh

ouse Pub

lishers |

ALDNetw

ork.org

Goa

l: Student

s inde

pendently

build up

idea

s (knowle

dge,

agreeme

nt, soluti

on) usin

g these s

kills.

Prompt sta

rters:

What is y

our idea?

How

can we c

ombine th

ese ideas?

Wha

t do we nee

d to do?

What are

other poin

ts of view

? Wha

t do you th

ink about…

? Why

…How…I

wonder…

Response

starters:

One

idea could

be …

My hypoth

esis is…

That rem

inds me o

f… I not

iced the p

attern of…

I thin

k it depen

ds on…

Prompt sta

rters:

What is y

our opinio

n? Whe

re do you

disagree?

How mig

ht we take

the best

from both

ideas?

How can

we decide

which is

the more _

__ idea?

How does

evidence

for your

argument c

ompare to

mine?

How doe

the two ide

as similar

and differe

nt? Whic

h has the s

trongest

evidence?

Response

starters:

I see

it a differe

nt way,

On the oth

er hand, …

A po

int of disa

greement th

at I have

is…

Even thou

gh it seem

s that …,

That is a

valid poin

t, but…

I think the

negatives

of…

outweigh

the posit

ives of …

Constru

ctive

Convers

ation Sk

ills Pos

ter

Negotia

te

Prompt sta

rters:

Can you g

ive an exa

mple

from the t

ext? Whe

re does it

say that?

What are

examples

from

other texts

? Wha

t is a real

world

example?

Are t

here any c

ases of th

at in re

al life?

Can you g

ive an exa

mple

from your

life?

What is th

e stronges

t supp

ort for…?

Response

starters:

For e

xample,

In the tex

t it said

that…

Remembe

r in the ot

her story

we read

that…

An examp

le from m

y life is

One case

that illustr

ates this

is… Strong sup

porting ev

idence is

Prompt sta

rters:

Can you e

laborate o

n the…?

What doe

s that mea

n? Wha

t do you m

ean by....?

Can

you clarify

the part

about…?

Say more a

bout…

Why.. Ho

w…What…

When…

How is th

at importa

nt? How

does it su

pport you

r point

that…

I understa

nd the par

t about…,

but I

want to k

now…

Can you b

e more sp

ecific?

Is what I j

ust said c

lear?

Does that

make sens

e? Do y

ou know w

hat I mea

n? Wha

t do you th

ink? I’m n

ot sure if

I was clea

r.

Response

starters:

I thin

k it means…

In ot

her words,

More

specifical

ly, it is …

beca

use…

An analog

y might b

e… It is i

mportant b

ecause…

Let m

e see if I h

eard you

right…

To paraph

rase what

you just s

aid, you…

In ot

her words,

you are

saying tha

t… Wha

t I underst

ood was…

It sou

nds like y

ou think

that…

It all boil

s down to…

A dif

ferent way

to say it..

Clarify

Fortify

BU

ILD IDE

A

Create

Kinder Resources


24


Kinder Resources


25

Visual Text for Student Practice Lesson 6

Kinder Resources


26

Model and Non-Model Scripts- Lesson 6

Prompt: What do you notice in the visual text? Provide details.

Model: Student A: I notice a bird with a blue hat. What can

you add? CL

Student B: I notice the rooster is wearing dress up clothes. Tell me more.

CL

Student A: I notice the fire is crossing his arms and looks mad. What can you add?

CL

Student B: I notice a cow standing on the road. Tell me more.

CL

Student A: I notice a little lizard on the leaf. What can you add?

CL

Student B: I notice the rooster has a tail that looks like the fire. Tell me more.

CL

Student A: I notice a little dog on the road. What can you add?

CL

Student B: I notice a house and tall trees next to the road.

CL

Kinder Resources


27

Non-Model Student A: I see the rooster. Tell me.

Student A: The fire is mad. Can you add?

Student B: A cow standing. More.

Student B: There’s a lizard.

Student A: The rooster has a tail. Tell me more.

Student B: I see a dog. Tell.

Student A: I like hot dogs. What can you add?

Student B: I like hamburgers.

Kinder Resources


28

Self -Assess

1 – I am still learning the Constructive Conversation Skill

2 – I need more practice using the Constructive Conversation Skill

3 - I am confident but need more practice using the Constructive Conversation Skill

4 – I am confident but I am not yet ready to explain the Constructive Conversation Skill

5 – I am confident and I can explain the Constructive Conversation Skill

Kinder Resources


29


1. Conversation Norms Poster 2. Visual Text for Teacher Modeling-Lessons 8-

10 3. Listening Task Poster--FORTIFY 4. Model/Non-Model Script-Lessons 8-10 5. Constructive Conversation Game- FORTIFY

Cards 6. Visual Text for Student Practice- FORTIFY -

Lesson 10 7. Visual Text for Teacher Modeling- Lesson 10 8. Model/Non-Model Script-Lesson10 9. Visual Text for Student Practice-Lesson 10 10. Self-Assess Poster

Kinder Resources


30

Conversation Norms






Kinder Resources


31

Listening Task for FORTIFY


● state his/her ideas? ● take turns sharing their ideas? ● support their ideas with

evidence? ● stay on topic? ● build on each other’s ideas?

Kinder Resources


32

Visual Text for Teacher Modeling-Lessons 8-9

Kinder Resources


33

Visual Text for Student Practice-Lessons 8-9

Kinder Resources


34

Constructive Conversation Game- FORTIFY

© Z

wier

s, O’

Hara

, & P

ritch

ard

(201

4)

For

tify

© Zw

iers, O

’Hara

, & Pr

itchard

(2014

) Co

mmon

Core

Stand

ards in

diver

se cla

ssroo

ms:

Essen

tial p

ractic

es for

devel

oping

acad

emic

langu

age a

nd di

scipli

nary

literac

y. Ste

nhouse

Publi

shers

| ALD

Netwo

rk.org

Goal:

Stud

ents

indep

ende

ntly b

uild u

p ide

as (k

nowle

dge,

agree

ment,

solut

ion)

using

thes

e skill

s.

Prom

pt sta

rters:

Wh

at is y

our ide

a? Ho

w can

we co

mbine

these

ideas?

Wh

at do w

e need

to do?

Wh

at are o

ther p

oints o

f view

? Wh

at do y

ou thi

nk abo

ut…?

Why…

How…

I wond

er…

Respo

nse sta

rters:

On

e idea

could b

e …

My hy

pothes

is is…

Th

at rem

inds m

e of…

I n

oticed

the pa

ttern o

f…

I think

it dep

ends o

n…

Prom

pt sta

rters:

Wh

at is y

our op

inion?

Wh

ere do

you d

isagre

e? Ho

w migh

t we ta

ke the

best

from b

oth ide

as?

How c

an we

decid

e whic

h is

the mo

re ___

idea?

How d

oes ev

idence

for y

our

argum

ent co

mpare

to mi

ne?

How d

oe the

two id

eas sim

ilar

and dif

ferent

? Wh

ich ha

s the s

tronge

st evi

dence?

Respo

nse sta

rters:

I se

e it a d

ifferen

t way,

On

the oth

er hand

, …

A poin

t of dis

agreem

ent tha

t I hav

e is…

Even

though

it see

ms tha

t …,

That i

s a va

lid po

int, bu

t…

I think

the ne

gative

s of…

outwe

igh the

pos

itives

of …

Cons

tructi

ve

Conv

ersati

on Sk

ills

Poste

r

Nego

tiate

Prom

pt sta

rters:

Ca

n you

give a

n exam

ple

from t

he tex

t? Wh

ere do

es it s

ay tha

t? Wh

at are e

xample

s from

oth

er text

s? Wh

at is a

real w

orld

examp

le?

Are th

ere an

y case

s of th

at in r

eal lif

e? Ca

n you

give a

n exam

ple

from y

our lif

e? Wh

at is th

e stro

ngest

suppor

t for…

?

Respo

nse sta

rters:

Fo

r exam

ple,

In the

text it

sai

d that…

Re

memb

er in th

e othe

r story

we

read th

at…

An ex

ample

from m

y life i

s On

e case

that il

lustra

tes thi

s is…

Str

ong su

pportin

g evid

ence is

Prom

pt sta

rters:

Ca

n you

elabor

ate on

the…?

Wh

at does

that m

ean?

Wh

at do y

ou me

an by.

...?

Can y

ou cla

rify the

part

about…

? Say

more a

bout…

Wh

y.. Ho

w…Wh

at…Wh

en…

How i

s that i

mport

ant?

How d

oes it

suppor

t your

point

that…

I u

ndersta

nd the

part a

bout…

, but

I want

to kno

w…

Can y

ou be

more s

pecific

? Is w

hat I j

ust sa

id clea

r? Do

es tha

t make

sense

? Do

you k

now wh

at I me

an?

What d

o you

think?

I’m

not su

re if I

was c

lear.

Respo

nse sta

rters:

I th

ink it

means

… In

other w

ords,

More s

pecific

ally, it

is …

becaus

e…

An an

alogy

might

be…

It is im

portan

t becau

se…

Let m

e see

if I he

ard yo

u rig

ht…

To pa

raphra

se wh

at you

just sa

id, you

… In

other w

ords, y

ou are

say

ing tha

t…

What I

under

stood

was…

It s

ounds

like y

ou thi

nk tha

t…

It all b

oils d

own to

… A d

ifferen

t way

to say

it..

Clar

ify

Forti

fy

BU

ILD

IDEA

Crea

te

For

tify

© Zw

iers, O

’Hara

, & Pr

itchard

(2014

) Co

mmon

Core

Stand

ards in

diver

se cla

ssroo

ms:

Essen

tial p

ractic

es for

devel

oping

acad

emic

langu

age a

nd di

scipli

nary

literac

y. Ste

nhouse

Publi

shers

| ALD

Netwo

rk.org

Goal:

Stud

ents

indep

ende

ntly b

uild u

p ide

as (k

nowle

dge,

agree

ment,

solut

ion)

using

thes

e skill

s.

Prom

pt sta

rters:

Wh

at is y

our ide

a? Ho

w can

we co

mbine

these

ideas?

Wh

at do w

e need

to do?

Wh

at are o

ther p

oints o

f view

? Wh

at do y

ou thi

nk abo

ut…?

Why…

How…

I wond

er…

Respo

nse sta

rters:

On

e idea

could b

e …

My hy

pothes

is is…

Th

at rem

inds m

e of…

I n

oticed

the pa

ttern o

f…

I think

it dep

ends o

n…

Prom

pt sta

rters:

Wh

at is y

our op

inion?

Wh

ere do

you d

isagre

e? Ho

w migh

t we ta

ke the

best

from b

oth ide

as?

How c

an we

decid

e whic

h is

the mo

re ___

idea?

How d

oes ev

idence

for y

our

argum

ent co

mpare

to mi

ne?

How d

oe the

two id

eas sim

ilar

and dif

ferent

? Wh

ich ha

s the s

tronge

st evi

dence?

Respo

nse sta

rters:

I se

e it a d

ifferen

t way,

On

the oth

er hand

, …

A poin

t of dis

agreem

ent tha

t I hav

e is…

Even

though

it see

ms tha

t …,

That i

s a va

lid po

int, bu

t…

I think

the ne

gative

s of…

outwe

igh the

pos

itives

of …

Cons

tructi

ve

Conv

ersati

on Sk

ills

Poste

r

Nego

tiate

Prom

pt sta

rters:

Ca

n you

give a

n exam

ple

from t

he tex

t? Wh

ere do

es it s

ay tha

t? Wh

at are e

xample

s from

oth

er text

s? Wh

at is a

real w

orld

examp

le?

Are th

ere an

y case

s of th

at in r

eal lif

e? Ca

n you

give a

n exam

ple

from y

our lif

e? Wh

at is th

e stro

ngest

suppor

t for…

?

Respo

nse sta

rters:

Fo

r exam

ple,

In the

text it

sai

d that…

Re

memb

er in th

e othe

r story

we

read th

at…

An ex

ample

from m

y life i

s On

e case

that il

lustra

tes thi

s is…

Str

ong su

pportin

g evid

ence is

Prom

pt sta

rters:

Ca

n you

elabor

ate on

the…?

Wh

at does

that m

ean?

Wh

at do y

ou me

an by.

...?

Can y

ou cla

rify the

part

about…

? Say

more a

bout…

Wh

y.. Ho

w…Wh

at…Wh

en…

How i

s that i

mport

ant?

How d

oes it

suppor

t your

point

that…

I u

ndersta

nd the

part a

bout…

, but

I want

to kno

w…

Can y

ou be

more s

pecific

? Is w

hat I j

ust sa

id clea

r? Do

es tha

t make

sense

? Do

you k

now wh

at I me

an?

What d

o you

think?

I’m

not su

re if I

was c

lear.

Respo

nse sta

rters:

I th

ink it

means

… In

other w

ords,

More s

pecific

ally, it

is …

becaus

e…

An an

alogy

might

be…

It is im

portan

t becau

se…

Let m

e see

if I he

ard yo

u rig

ht…

To pa

raphra

se wh

at you

just sa

id, you

… In

other w

ords, y

ou are

say

ing tha

t…

What I

under

stood

was…

It s

ounds

like y

ou thi

nk tha

t…

It all b

oils d

own to

… A d

ifferen

t way

to say

it..

Clar

ify

Forti

fy

BU

ILD

IDEA

Crea

te

For

tify

© Zw

iers, O

’Hara

, & Pr

itchard

(2014

) Co

mmon

Core

Stand

ards in

diver

se cla

ssroo

ms:

Essen

tial p

ractic

es for

devel

oping

acad

emic

langu

age a

nd di

scipli

nary

literac

y. Ste

nhouse

Publi

shers

| ALD

Netwo

rk.org

Goal:

Stud

ents

indep

ende

ntly b

uild u

p ide

as (k

nowle

dge,

agree

ment,

solut

ion)

using

thes

e skill

s.

Prom

pt sta

rters:

Wh

at is y

our ide

a? Ho

w can

we co

mbine

these

ideas?

Wh

at do w

e need

to do?

Wh

at are o

ther p

oints o

f view

? Wh

at do y

ou thi

nk abo

ut…?

Why…

How…

I wond

er…

Respo

nse sta

rters:

On

e idea

could b

e …

My hy

pothes

is is…

Th

at rem

inds m

e of…

I n

oticed

the pa

ttern o

f…

I think

it dep

ends o

n…

Prom

pt sta

rters:

Wh

at is y

our op

inion?

Wh

ere do

you d

isagre

e? Ho

w migh

t we ta

ke the

best

from b

oth ide

as?

How c

an we

decid

e whic

h is

the mo

re ___

idea?

How d

oes ev

idence

for y

our

argum

ent co

mpare

to mi

ne?

How d

oe the

two id

eas sim

ilar

and dif

ferent

? Wh

ich ha

s the s

tronge

st evi

dence?

Respo

nse sta

rters:

I se

e it a d

ifferen

t way,

On

the oth

er hand

, …

A poin

t of dis

agreem

ent tha

t I hav

e is…

Even

though

it see

ms tha

t …,

That i

s a va

lid po

int, bu

t…

I think

the ne

gative

s of…

outwe

igh the

pos

itives

of …

Cons

tructi

ve

Conv

ersati

on Sk

ills

Poste

r

Nego

tiate

Prom

pt sta

rters:

Ca

n you

give a

n exam

ple

from t

he tex

t? Wh

ere do

es it s

ay tha

t? Wh

at are e

xample

s from

oth

er text

s? Wh

at is a

real w

orld

examp

le?

Are th

ere an

y case

s of th

at in r

eal lif

e? Ca

n you

give a

n exam

ple

from y

our lif

e? Wh

at is th

e stro

ngest

suppor

t for…

?

Respo

nse sta

rters:

Fo

r exam

ple,

In the

text it

sai

d that…

Re

memb

er in th

e othe

r story

we

read th

at…

An ex

ample

from m

y life i

s On

e case

that il

lustra

tes thi

s is…

Str

ong su

pportin

g evid

ence is

Prom

pt sta

rters:

Ca

n you

elabor

ate on

the…?

Wh

at does

that m

ean?

Wh

at do y

ou me

an by.

...?

Can y

ou cla

rify the

part

about…

? Say

more a

bout…

Wh

y.. Ho

w…Wh

at…Wh

en…

How i

s that i

mport

ant?

How d

oes it

suppor

t your

point

that…

I u

ndersta

nd the

part a

bout…

, but

I want

to kno

w…

Can y

ou be

more s

pecific

? Is w

hat I j

ust sa

id clea

r? Do

es tha

t make

sense

? Do

you k

now wh

at I me

an?

What d

o you

think?

I’m

not su

re if I

was c

lear.

Respo

nse sta

rters:

I th

ink it

means

… In

other w

ords,

More s

pecific

ally, it

is …

becaus

e…

An an

alogy

might

be…

It is im

portan

t becau

se…

Let m

e see

if I he

ard yo

u rig

ht…

To pa

raphra

se wh

at you

just sa

id, you

… In

other w

ords, y

ou are

say

ing tha

t…

What I

under

stood

was…

It s

ounds

like y

ou thi

nk tha

t…

It all b

oils d

own to

… A d

ifferen

t way

to say

it..

Clar

ify

Forti

fy

BU

ILD

IDEA

Crea

te

For

tify

© Zw

iers, O

’Hara

, & Pr

itchard

(2014

) Co

mmon

Core

Stand

ards in

diver

se cla

ssroo

ms:

Essen

tial p

ractic

es for

devel

oping

acad

emic

langu

age a

nd di

scipli

nary

literac

y. Ste

nhouse

Publi

shers

| ALD

Netwo

rk.org

Goal:

Stud

ents

indep

ende

ntly b

uild u

p ide

as (k

nowle

dge,

agree

ment,

solut

ion)

using

thes

e skill

s.

Prom

pt sta

rters:

Wh

at is y

our ide

a? Ho

w can

we co

mbine

these

ideas?

Wh

at do w

e need

to do?

Wh

at are o

ther p

oints o

f view

? Wh

at do y

ou thi

nk abo

ut…?

Why…

How…

I wond

er…

Respo

nse sta

rters:

On

e idea

could b

e …

My hy

pothes

is is…

Th

at rem

inds m

e of…

I n

oticed

the pa

ttern o

f…

I think

it dep

ends o

n…

Prom

pt sta

rters:

Wh

at is y

our op

inion?

Wh

ere do

you d

isagre

e? Ho

w migh

t we ta

ke the

best

from b

oth ide

as?

How c

an we

decid

e whic

h is

the mo

re ___

idea?

How d

oes ev

idence

for y

our

argum

ent co

mpare

to mi

ne?

How d

oe the

two id

eas sim

ilar

and dif

ferent

? Wh

ich ha

s the s

tronge

st evi

dence?

Respo

nse sta

rters:

I se

e it a d

ifferen

t way,

On

the oth

er hand

, …

A poin

t of dis

agreem

ent tha

t I hav

e is…

Even

though

it see

ms tha

t …,

That i

s a va

lid po

int, bu

t…

I think

the ne

gative

s of…

outwe

igh the

pos

itives

of …

Cons

tructi

ve

Conv

ersati

on Sk

ills

Poste

r

Nego

tiate

Prom

pt sta

rters:

Ca

n you

give a

n exam

ple

from t

he tex

t? Wh

ere do

es it s

ay tha

t? Wh

at are e

xample

s from

oth

er text

s? Wh

at is a

real w

orld

examp

le?

Are th

ere an

y case

s of th

at in r

eal lif

e? Ca

n you

give a

n exam

ple

from y

our lif

e? Wh

at is th

e stro

ngest

suppor

t for…

?

Respo

nse sta

rters:

Fo

r exam

ple,

In the

text it

sai

d that…

Re

memb

er in th

e othe

r story

we

read th

at…

An ex

ample

from m

y life i

s On

e case

that il

lustra

tes thi

s is…

Str

ong su

pportin

g evid

ence is

Prom

pt sta

rters:

Ca

n you

elabor

ate on

the…?

Wh

at does

that m

ean?

Wh

at do y

ou me

an by.

...?

Can y

ou cla

rify the

part

about…

? Say

more a

bout…

Wh

y.. Ho

w…Wh

at…Wh

en…

How i

s that i

mport

ant?

How d

oes it

suppor

t your

point

that…

I u

ndersta

nd the

part a

bout…

, but

I want

to kno

w…

Can y

ou be

more s

pecific

? Is w

hat I j

ust sa

id clea

r? Do

es tha

t make

sense

? Do

you k

now wh

at I me

an?

What d

o you

think?

I’m

not su

re if I

was c

lear.

Respo

nse sta

rters:

I th

ink it

means

… In

other w

ords,

More s

pecific

ally, it

is …

becaus

e…

An an

alogy

might

be…

It is im

portan

t becau

se…

Let m

e see

if I he

ard yo

u rig

ht…

To pa

raphra

se wh

at you

just sa

id, you

… In

other w

ords, y

ou are

say

ing tha

t…

What I

under

stood

was…

It s

ounds

like y

ou thi

nk tha

t…

It all b

oils d

own to

… A d

ifferen

t way

to say

it..

Clar

ify

Forti

fy

BU

ILD

IDEA

Crea

te

Kinder Resources


35

Model and Non-Model- Lessons 8 and 9

Prompt: What is happening in this visual text? Provide evidence from the text to support your claim (each student has to make a claim).

MODEL: Student A: I think what is happening is that the little

kids are playing with blocks at school. What do you think is happening in the visual text?

Student B: I think what is happening is the kids are pretending they are construction workers. What evidence can you use to support your claim?

Student A: I notice that the students used lots of blocks to build something and they are sitting on it. What evidence can you use to support your claim?

Student B: I notice that they are wearing boots,

Kinder Resources


36

helmets and vests like construction workers. What evidence can you use to support your claim?

Student A: I notice a rug and bins like at school. I think they are at the blocks center. What can you add to your claim?

Student B: I notice that all three boys are holding a block and pretending that they are driving. I agree with you that they are at the block center. Now what do you think is happening in the visual text?

Student A: I think what is happening is that they built a truck at the block center. What do you think?

Student B: I think what is happening is that are pretending to be construction workers and they made a truck using blocks at school.

Kinder Resources


37

NON-MODEL:

Student A: I think they are playing. What do you think? Student B: I think they are sitting on blocks. What do you notice?

Student A: I notice they have hats. What do you notice? Student B: I notice that they are wearing boots. What do you

notice?

Student A: I notice a rug. I think they are smiling. What do you think?

Student B: I notice they are driving. What is happening? Student A: They are playing at the block center. What do you

think?

Student B: They are construction workers.

Kinder Resources


38


Kinder Resources


39

Model and Non-Model-Day 10

Prompt: What is happening in this visual text? Provide evidence from the text to support your claim (each student has to make a claim)

MODEL:

Student A: I think what is happening is that they are

playing firemen. What do you think is

happening in the visual text?

CR

Student B:

I think what is happening is they are

pretending and the fireman is going to

rescue the boy. What evidence can you

use to support your claim?

CR CL

Student A: I think they are playing fireman because one

boy is dressed like a fireman and there are

toy fire trucks next to him. What evidence

can you use to support your claim?

CL F

Student B: I think he is going to rescue the boy because

he has a water hose to use to stop the fire.

CL F

Kinder Resources


40

What evidence can you use to support your

claim?

Student A:

I think they are playing fireman because the

boy in the burning house is looking for the

fireman. What evidence can you use to

support your claim?

CL F

Student B: I think they are pretending and the fireman is

going to use the fire trucks and ladders to

turn off the fire. Now what do you think is

happening in the visual text?

CL F

Student A: I think playing and pretending that the house

is on fire and the little boy is not wearing a

shirt because he was sleeping. What do you

think is happening in the visual text?

F

Student B: They are pretending playing that the house

is on fire and the fireman is going to use the

hose and ladder to rescue the boy.

F

Kinder Resources


41

Non-Model: Student A: They are playing and the house is on fire.

What do you think? Student B: They little boy inside the house is trying to

get out. The fire is not real. What do you think?

Student A: They drew the house. It is not real. Student B: The hose is a tube for swimming. Student A: Why doesn’t the boy have a shirt? Student B: The boy is wearing a fireman costume. Student A: They have toy trucks. Student B: The trucks are red.

Kinder Resources


42

Visual Text for Student Practice-Day 10

Kinder Resources


43

Self -Assess

1 – I am still learning the Constructive Conversation Skill

2 – I need more practice using the Constructive Conversation Skill

3 - I am confident but need more practice using the Constructive Conversation Skill

4 – I am confident but I am not yet ready to explain the Constructive Conversation Skill

5 – I am confident and I can explain the Constructive Conversation Skill

Kinder Resources


44


1. Conversation Norms Poster 2. Visual Text for Teacher Modeling-Lessons

11-12 3. Listening Task Poster--NEGOTIATE 4. Model/Non-Model Script-Lessons 11-12 5. Constructive Conversation Game-

NEGOTIATE Cards 6. Visual Text for Student Practice - NEGOTIATE

- Lessons 11-12 7. Visual Text for Teacher Modeling - Lesson 13 8. Model/Non-Model Script- Lesson 13 9. Visual Text for Student Practice- Lessons 13 10. Self-Assess Poster

Kinder Resources


45

Conversation Norms





5. Take turns and build on each other’s ideas.

Kinder Resources


46

Visual Text for Teacher Modeling- Days 11-12

Kinder Resources


47

Visual Text for Student Practice - Lessons 11-12

Kinder Resources


48

Listening Task for NEGOTIATE


● state his/her ideas? ● they take turns sharing their ideas?

● they consider all the ideas? ● they stay on topic? ● build on each other’s ideas? ● come to a consensus?

Kinder Resources


49

Model and Non-Model Scripts- Lessons 11-12 Prompt: What is an important idea from this text? Start by stating your claim. Support your claim and come to a consensus.

Model: Student A: An important idea from the text is that we

all can play together. What is your claim? CR

Student B: An important idea from the text is that we can use blocks to build things and pretend. How can you support your claim with evidence?

CR F

Student A: I think that they used the blocks to make a seat for each one so they could all sit and play together. How can you support your claim with evidence?

CL F

Student B: I think that they used blocks to build a truck. How can you support your claim with evidence?

CL F

Student A:

I think they all have a block in their hand and pretending to drive the truck together. How can you support your claim

CL F

Kinder Resources


50

with evidence? Student B: I think that they used the blocks to make a

truck with three seats and three driving wheels. How can your support your claim with evidence?

CR F

Student A: I think that they are using the blocks and costumes to pretend that they are all construction workers. How can you support your claim with evidence?

CL F

Student B:

I think they worked together at the block center. I notice there are also cubbies, an easel and a rug. How can we come to an agreement?

CL F

Student A:

I think they worked together to build the truck and pretend they are construction workers. Can we come to an agreement?

CL F N

Student B: I think the important idea is that we can play together to build things and pretend.

CL F

Kinder Resources


51

Non-Model Student A: I think an idea is they are playing. What do

you think? Student B: I think an idea is they are pretending to be

construction workers. What is your idea? Student A: I think they used blocks to make a truck.

What do you think? Student B: I think they used construction workers’

costumes to pretend. What do you think? Student A: I think they are all smiling. What do you

think? Student B: I think they are playing in the blocks

center. What do you think? Student A: I think they used the blocks to build a fire

truck and pretend they are construction workers.

Student B: I agree.

Kinder Resources


52

Constructive Conversation Game-NEGOTIATE

© Zw

iers,

O’Ha

ra, &

Prit

char

d (20

14)

Neg

otia

te

© Zw

iers, O

’Hara,

& Pritc

hard (2

014)

Comm

on Co

re Stan

dards i

n dive

rse cla

ssroom

s: Ess

ential

practic

es for d

evelop

ing ac

ademic

lan

guage

and dis

ciplina

ry liter

acy.

Stenho

use Pu

blisher

s | AL

DNetw

ork.org

Goal:

Studen

ts ind

epende

ntly bu

ild up

ideas

(know

ledge,

agr

eement

, soluti

on)

using

these

skills.

Promp

t start

ers:

What i

s your i

dea?

How c

an we co

mbine

these i

deas?

What d

o we ne

ed to d

o? Wh

at are o

ther po

ints of

view?

What d

o you

think ab

out…?

Wh

y…Ho

w…I w

onder…

Respon

se star

ters:

One id

ea coul

d be …

My

hypot

hesis is

… Tha

t remin

ds me of

… I no

ticed th

e patter

n of…

I th

ink it d

epends

on…

Promp

t start

ers:

What i

s your o

pinion

? Wh

ere do

you d

isagree

? Ho

w migh

t we ta

ke the b

est from

both i

deas?

How c

an we de

cide w

hich is

the

more _

__ ide

a? Ho

w does

eviden

ce for y

our

argum

ent com

pare to

mine?

Ho

w doe t

he two

ideas s

imilar

and dif

ferent?

Wh

ich has

the str

ongest

eviden

ce?

Respon

se star

ters:

I see it

a diffe

rent w

ay,

On the

other h

and, …

A p

oint of

disagr

eement

that I

have is

… Eve

n thoug

h it see

ms tha

t …,

That is

a valid

point,

but…

I think

the neg

atives

of… ou

tweigh

the

positiv

es of …

Const

ructive

Co

nversa

tion S

kills

Poste

r

Nego

tiate

Promp

t start

ers:

Can yo

u give

an exa

mple

from the

text?

Where

does i

t say th

at? Wh

at are e

xample

s from

oth

er text

s? Wh

at is a

real w

orld

examp

le?

Are the

re any

cases o

f that

in real

life?

Can yo

u give

an exa

mple

from yo

ur life?

Wh

at is th

e stron

gest

suppor

t for…

?

Respon

se star

ters:

For exa

mple,

In the t

ext it

said tha

t…

Remem

ber in

the oth

er story

we

read th

at…

An exa

mple f

rom my

life is

One ca

se that

illustra

tes this

is…

Stro

ng sup

porting

eviden

ce is

Promp

t start

ers:

Can yo

u elabo

rate on

the…?

Wh

at does

that m

ean?

What d

o you

mean b

y....?

Can yo

u clarif

y the pa

rt abo

ut…?

Say mo

re abou

t…

Why..

How…

What…

When…

Ho

w is th

at imp

ortant?

Ho

w does

it supp

ort you

r point

that…

I un

derstan

d the pa

rt abou

t…,

but I w

ant to

know…

Can

you b

e more

specifi

c? Is w

hat I ju

st said

clear?

Do

es that

make s

ense?

Do yo

u know

what I

mean?

Wh

at do y

ou thin

k? I’m

not su

re if I w

as clear

.

Respon

se star

ters:

I think

it mean

s…

In othe

r word

s, Mo

re spec

ifically

, it is …

bec

ause…

An

analog

y migh

t be…

It is im

portan

t becau

se…

Let me

see if I

heard y

ou righ

t…

To par

aphrase

what y

ou just

said, y

ou…

In othe

r word

s, you

are

saying

that…

Wh

at I un

derstoo

d was…

It s

ounds l

ike yo

u think

tha

t…

It all b

oils do

wn to…

A d

ifferen

t way t

o say it

..

Clar

ify

Forti

fy

BU

ILD ID

EA

Crea

te

Neg

otia

te

© Zw

iers, O

’Hara,

& Pritc

hard (2

014)

Comm

on Co

re Stan

dards i

n dive

rse cla

ssroom

s: Ess

ential

practic

es for d

evelop

ing ac

ademic

lan

guage

and dis

ciplina

ry liter

acy.

Stenho

use Pu

blisher

s | AL

DNetw

ork.org

Goal:

Studen

ts ind

epende

ntly bu

ild up

ideas

(know

ledge,

agr

eement

, soluti

on)

using

these

skills.

Promp

t start

ers:

What i

s your i

dea?

How c

an we co

mbine

these i

deas?

What d

o we ne

ed to d

o? Wh

at are o

ther po

ints of

view?

What d

o you

think ab

out…?

Wh

y…Ho

w…I w

onder…

Respon

se star

ters:

One id

ea coul

d be …

My

hypot

hesis is

… Tha

t remin

ds me of

… I no

ticed th

e patter

n of…

I th

ink it d

epends

on…

Promp

t start

ers:

What i

s your o

pinion

? Wh

ere do

you d

isagree

? Ho

w migh

t we ta

ke the b

est from

both i

deas?

How c

an we de

cide w

hich is

the

more _

__ ide

a? Ho

w does

eviden

ce for y

our

argum

ent com

pare to

mine?

Ho

w doe t

he two

ideas s

imilar

and dif

ferent?

Wh

ich has

the str

ongest

eviden

ce?

Respon

se star

ters:

I see it

a diffe

rent w

ay,

On the

other h

and, …

A p

oint of

disagr

eement

that I

have is

… Eve

n thoug

h it see

ms tha

t …,

That is

a valid

point,

but…

I think

the neg

atives

of… ou

tweigh

the

positiv

es of …

Const

ructive

Co

nversa

tion S

kills

Poste

r

Nego

tiate

Promp

t start

ers:

Can yo

u give

an exa

mple

from the

text?

Where

does i

t say th

at? Wh

at are e

xample

s from

oth

er text

s? Wh

at is a

real w

orld

examp

le?

Are the

re any

cases o

f that

in real

life?

Can yo

u give

an exa

mple

from yo

ur life?

Wh

at is th

e stron

gest

suppor

t for…

?

Respon

se star

ters:

For exa

mple,

In the t

ext it

said tha

t…

Remem

ber in

the oth

er story

we

read th

at…

An exa

mple f

rom my

life is

One ca

se that

illustra

tes this

is…

Stro

ng sup

porting

eviden

ce is

Promp

t start

ers:

Can yo

u elabo

rate on

the…?

Wh

at does

that m

ean?

What d

o you

mean b

y....?

Can yo

u clarif

y the pa

rt abo

ut…?

Say mo

re abou

t…

Why..

How…

What…

When…

Ho

w is th

at imp

ortant?

Ho

w does

it supp

ort you

r point

that…

I un

derstan

d the pa

rt abou

t…,

but I w

ant to

know…

Can

you b

e more

specifi

c? Is w

hat I ju

st said

clear?

Do

es that

make s

ense?

Do yo

u know

what I

mean?

Wh

at do y

ou thin

k? I’m

not su

re if I w

as clear

.

Respon

se star

ters:

I think

it mean

s…

In othe

r word

s, Mo

re spec

ifically

, it is …

bec

ause…

An

analog

y migh

t be…

It is im

portan

t becau

se…

Let me

see if I

heard y

ou righ

t…

To par

aphrase

what y

ou just

said, y

ou…

In othe

r word

s, you

are

saying

that…

Wh

at I un

derstoo

d was…

It s

ounds l

ike yo

u think

tha

t…

It all b

oils do

wn to…

A d

ifferen

t way t

o say it

..

Clar

ify

Forti

fy

BU

ILD ID

EA

Crea

te

Neg

otia

te

© Zw

iers, O

’Hara,

& Pritc

hard (2

014)

Comm

on Co

re Stan

dards i

n dive

rse cla

ssroom

s: Ess

ential

practic

es for d

evelop

ing ac

ademic

lan

guage

and dis

ciplina

ry liter

acy.

Stenho

use Pu

blisher

s | AL

DNetw

ork.org

Goal:

Studen

ts ind

epende

ntly bu

ild up

ideas

(know

ledge,

agr

eement

, soluti

on)

using

these

skills.

Promp

t start

ers:

What i

s your i

dea?

How c

an we co

mbine

these i

deas?

What d

o we ne

ed to d

o? Wh

at are o

ther po

ints of

view?

What d

o you

think ab

out…?

Wh

y…Ho

w…I w

onder…

Respon

se star

ters:

One id

ea coul

d be …

My

hypot

hesis is

… Tha

t remin

ds me of

… I no

ticed th

e patter

n of…

I th

ink it d

epends

on…

Promp

t start

ers:

What i

s your o

pinion

? Wh

ere do

you d

isagree

? Ho

w migh

t we ta

ke the b

est from

both i

deas?

How c

an we de

cide w

hich is

the

more _

__ ide

a? Ho

w does

eviden

ce for y

our

argum

ent com

pare to

mine?

Ho

w doe t

he two

ideas s

imilar

and dif

ferent?

Wh

ich has

the str

ongest

eviden

ce?

Respon

se star

ters:

I see it

a diffe

rent w

ay,

On the

other h

and, …

A p

oint of

disagr

eement

that I

have is

… Eve

n thoug

h it see

ms tha

t …,

That is

a valid

point,

but…

I think

the neg

atives

of… ou

tweigh

the

positiv

es of …

Const

ructive

Co

nversa

tion S

kills

Poste

r

Nego

tiate

Promp

t start

ers:

Can yo

u give

an exa

mple

from the

text?

Where

does i

t say th

at? Wh

at are e

xample

s from

oth

er text

s? Wh

at is a

real w

orld

examp

le?

Are the

re any

cases o

f that

in real

life?

Can yo

u give

an exa

mple

from yo

ur life?

Wh

at is th

e stron

gest

suppor

t for…

?

Respon

se star

ters:

For exa

mple,

In the t

ext it

said tha

t…

Remem

ber in

the oth

er story

we

read th

at…

An exa

mple f

rom my

life is

One ca

se that

illustra

tes this

is…

Stro

ng sup

porting

eviden

ce is

Promp

t start

ers:

Can yo

u elabo

rate on

the…?

Wh

at does

that m

ean?

What d

o you

mean b

y....?

Can yo

u clarif

y the pa

rt abo

ut…?

Say mo

re abou

t…

Why..

How…

What…

When…

Ho

w is th

at imp

ortant?

Ho

w does

it supp

ort you

r point

that…

I un

derstan

d the pa

rt abou

t…,

but I w

ant to

know…

Can

you b

e more

specifi

c? Is w

hat I ju

st said

clear?

Do

es that

make s

ense?

Do yo

u know

what I

mean?

Wh

at do y

ou thin

k? I’m

not su

re if I w

as clear

.

Respon

se star

ters:

I think

it mean

s…

In othe

r word

s, Mo

re spec

ifically

, it is …

bec

ause…

An

analog

y migh

t be…

It is im

portan

t becau

se…

Let me

see if I

heard y

ou righ

t…

To par

aphrase

what y

ou just

said, y

ou…

In othe

r word

s, you

are

saying

that…

Wh

at I un

derstoo

d was…

It s

ounds l

ike yo

u think

tha

t…

It all b

oils do

wn to…

A d

ifferen

t way t

o say it

..

Clar

ify

Forti

fy

BU

ILD ID

EA

Crea

te

Neg

otia

te

© Zw

iers, O

’Hara,

& Pritc

hard (2

014)

Comm

on Co

re Stan

dards i

n dive

rse cla

ssroom

s: Ess

ential

practic

es for d

evelop

ing ac

ademic

lan

guage

and dis

ciplina

ry liter

acy.

Stenho

use Pu

blisher

s | AL

DNetw

ork.org

Goal:

Studen

ts ind

epende

ntly bu

ild up

ideas

(know

ledge,

agr

eement

, soluti

on)

using

these

skills.

Promp

t start

ers:

What i

s your i

dea?

How c

an we co

mbine

these i

deas?

What d

o we ne

ed to d

o? Wh

at are o

ther po

ints of

view?

What d

o you

think ab

out…?

Wh

y…Ho

w…I w

onder…

Respon

se star

ters:

One id

ea coul

d be …

My

hypot

hesis is

… Tha

t remin

ds me of

… I no

ticed th

e patter

n of…

I th

ink it d

epends

on…

Promp

t start

ers:

What i

s your o

pinion

? Wh

ere do

you d

isagree

? Ho

w migh

t we ta

ke the b

est from

both i

deas?

How c

an we de

cide w

hich is

the

more _

__ ide

a? Ho

w does

eviden

ce for y

our

argum

ent com

pare to

mine?

Ho

w doe t

he two

ideas s

imilar

and dif

ferent?

Wh

ich has

the str

ongest

eviden

ce?

Respon

se star

ters:

I see it

a diffe

rent w

ay,

On the

other h

and, …

A p

oint of

disagr

eement

that I

have is

… Eve

n thoug

h it see

ms tha

t …,

That is

a valid

point,

but…

I think

the neg

atives

of… ou

tweigh

the

positiv

es of …

Const

ructive

Co

nversa

tion S

kills

Poste

r

Nego

tiate

Promp

t start

ers:

Can yo

u give

an exa

mple

from the

text?

Where

does i

t say th

at? Wh

at are e

xample

s from

oth

er text

s? Wh

at is a

real w

orld

examp

le?

Are the

re any

cases o

f that

in real

life?

Can yo

u give

an exa

mple

from yo

ur life?

Wh

at is th

e stron

gest

suppor

t for…

?

Respon

se star

ters:

For exa

mple,

In the t

ext it

said tha

t…

Remem

ber in

the oth

er story

we

read th

at…

An exa

mple f

rom my

life is

One ca

se that

illustra

tes this

is…

Stro

ng sup

porting

eviden

ce is

Promp

t start

ers:

Can yo

u elabo

rate on

the…?

Wh

at does

that m

ean?

What d

o you

mean b

y....?

Can yo

u clarif

y the pa

rt abo

ut…?

Say mo

re abou

t…

Why..

How…

What…

When…

Ho

w is th

at imp

ortant?

Ho

w does

it supp

ort you

r point

that…

I un

derstan

d the pa

rt abou

t…,

but I w

ant to

know…

Can

you b

e more

specifi

c? Is w

hat I ju

st said

clear?

Do

es that

make s

ense?

Do yo

u know

what I

mean?

Wh

at do y

ou thin

k? I’m

not su

re if I w

as clear

.

Respon

se star

ters:

I think

it mean

s…

In othe

r word

s, Mo

re spec

ifically

, it is …

bec

ause…

An

analog

y migh

t be…

It is im

portan

t becau

se…

Let me

see if I

heard y

ou righ

t…

To par

aphrase

what y

ou just

said, y

ou…

In othe

r word

s, you

are

saying

that…

Wh

at I un

derstoo

d was…

It s

ounds l

ike yo

u think

tha

t…

It all b

oils do

wn to…

A d

ifferen

t way t

o say it

..

Clar

ify

Forti

fy

BU

ILD ID

EA

Crea

te

Kinder Resources


53

Visual Text for Teacher Modeling – Lesson 13

Kinder Resources


54

Visual Text for Student Practice - Lesson 13

Kinder Resources


55

Model and Non-Model Scripts- Lessons 13

Prompt: What is an important idea from this text? Start by stating your claim. Support your claim and come to a consensus. Model:

Student A: An important idea from the text is that you have to use your imagination to pretend. What is your claim?

CR

Student B: An important idea from the text is that pretend can be like real life. How can you support your claim with

evidence?

CR F

Student A: I think they used their imaginations to

draw the house pretend it is on fire.

How can you support your claim with

evidence?

CL F

Student B: I think the boy is pretending to be a fireman. Real firemen wear helmets and

Kinder Resources


56

jackets. How can you support your claim with evidence?

Student A: I think the little boy in the window is

using his imagination to pretend that

the house is on fire and he is trying to

get out. How can you support your

claim with evidence?

CL F

Student B:

I think the boy is pretending that the blue tube is a water hose and he is going to use it to turn off the fire and help the boy in the house. How can we come to an agreement?

CR F

Student A: I think they are both using their imaginations to pretend that one is a fireman and one is in the burning house. Can we come to an agreement?

CL F

Student B: An important idea from the visual text is that it takes imagination to play and pretend at real life things.

CL F

Kinder Resources


57

Non-Model: Student A: I think an idea is they are playing. What

do you think? Student B: I think an idea is they are pretending to

be firemen. What is your idea? Student A: I think they used blocks to make a fire

truck. What do you think? Student B: I think they used firemen costume to

pretend. What do you think? Student A: I think they are all smiling. What do you

think? Student B: I think they are playing in the blocks

center. What do you think? Student A: I think they used the blocks to build a fire

truck and pretend they are firemen. Student B: I agree.

Kinder Resources


58

Student Progress Form (SPF)

Multil

ingua

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ulticu

ltural

)Educati

on)De

partm

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Kind

er'ST

UDEN

T'PRO

GRESS'F

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Stud

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______'Date_

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ent'B

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ELDT

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Kinder Resources


59

Mult

ilingu

al)&)Mult

icultu

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artm

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Kinder'STUDENT'PROGRESS'FORM'4'CONSTRUCTIVE'CONVERSATION'LANGUAGE'SAMPLE'(SPF4CCLS)'

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)

Instructional'Im

plications'for'Student'A:))

Instructional'Im

plications'for'Student'B:'

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