Beginning student led discussions

“I can” statements are part of our lesson planning. I craft these statements for each segment of our day, direct student attention to them before, sometimes during, and after a lesson.

One of the mini lessons I planned this week was to introduce students to an FQR organizer (Facts-Questions-Response). Of course that included a link to the Common Core AND and “I can” statement.

After the mini lesson, students were directed to work in partnerships to read a nonfiction text found in our Reading Street books (not a fan of basals, but a great way to find multiple copies of a text) and with the partner jot on the FQR. Mindful of the role that academic language plays, I planned for students to collaborate in partnerships to complete the FQR and then use Turn and Talk to encourage discussion with another partnership.

I usually go into discussion-based activities expecting glitches and expecting that I may need to reteach and redirect students who enjoy social language a lot more than academic language 🙂  This time, however, as I moved from group to group, I heard…. actual discussion of what facts were learned, wonderings, questions, and reactions to the text.

Mindful attention to the “I can” helped me to think about what my students would need to become successful. We not only worked on the process for an FQR, we reviewed our norms for discussion. And that allowed me to be an observer on the sidelines.206Books

I can turn and talk about facts, questions and responses to a nonfiction text. YES!

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