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aCTiviTy 1.4 continued
4 Model an academic discussion. Call on a student to come to
the front of the class to be your partner and then work together to complete the first box of the chart. Begin by asking the question
in the first box: What is the specific setting of this story? Have
the student answer. Encourage the student to flip back and
use the text as needed to respond. As the student speaks, ask appropriate follow up questions, such as: How do you know? What evidence supports your answer? Model taking notes as the student speaks, and paraphrasing. Then, have the student ask you the second question from the box: What is happening to the portable buildings? Answer the question, citing the text, and encourage the student to ask follow up questions. Answer as appropriate.
5 CollaborateGroupstudentsofdifferentproficiencylevels together. Students at the Bridging level can help others to complete the entire chart on page 95. Students at the Expanding level can complete boxes 1, 2, and 3 of the chart. Encourage each group to first work together to complete the Collaborative Dialogue Graphic Organizer. Take the Emerging students aside and provide additional small group instruction to aid in understanding as they work to complete the graphic organizer and box two of the chart. Make yourself available to other groups for questions and check in as you are able.
6 When students are done, have each group share one of their boxes (Emerging students box 2, Expanding students box 3, and Bridging students box 4). Use this opportunity to informally assess student work using the rubric below. Then, have students work independently to respond to the Asking Questions prompt. Call on each student to share one question they have to the reading.
assess
Use the following rubric and sample student responses to formatively assess students’ ability to understand the Interacting in Meaningful Ways skill: Exchanging Information and Ideas.
Emerging: Are students able to engage in academic conversations using simple wh- questions and responding with yes/no answers or with simple phrases?
Student example: What is happening to the portable buildings? They are falling into a sinkhole.
Expanding: Are students able to engage in academic conversations by asking relevant questions and respond by adding relevant information?
Student example: How did the kids start acting in response to the sinkhole? They panicked and all started running out at once, jamming the doors and falling over each other.
Bridging: Are students able to engage in academic conversations by asking relevant questions and by building on ideas using turn- taking rules?
Student example: What is the narrator’s role in the rescue of students? The narrator joined the eighth graders in forming a bucket brigade to pull kids out of the sinkhole.
adapt
If students need additional help understanding how to exchange information and ideas, provide students with five index cards, each with a wh- word written on them. Have students pick a card. First, ask them a question and then have them ask you a question using the word. You may need to provide sentence frames or starters for this activity if students need additional support.
Using Foundational Literacy Skills
You may notice students whose first language is Chinese or Korean asking questions according to the position of the answer. For example, if the answer functions as an object, the question words are placed in the regular object position. For example: The setting is what? If you notice this, simply restate the sentence using conventional form.
Name
Topic:
Speaker 1
DaTe
Collaborative Dialogue
Speaker 2
“Wh-” Prompts
Who? What? Where? When? Why?
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Unit 3 • Choices and Consequences • Part 1: Tangerine 153
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.