Reading with Relevance Implementation Guide

group doesn’t happen to have the right chemistry. Students are placed into a few groups of 4-6 students each
and are given a discussion question to talk about. After sufficient time has passed for the discussion to develop,
one or two students from each group rotate to a different group, while the other group members remain where
they are. Once in their new group, they will discuss a different, but related question, and they may also share
some of the key points from their last group’s conversation. For the next rotation, students who have not rotated
before may be chosen to move, resulting in groups that are continually evolving.

Fishbowl

Basic Structure: Two students sit facing each other in the center of the room; the remaining students sit in a
circle around them. The two central students have a conversation based on a pre-determined topic and often
using specific skills the class is practicing (such as asking follow-up questions, paraphrasing, or elaborating on
another person’s point). Students on the outside observe, take notes, or perform some other discussion-related
task assigned by the teacher.

Variations: One variation of this strategy allows students in the outer circle to trade places with those in the
fishbowl, doing kind of a relay-style discussion, or they may periodically “coach” the fishbowl talkers from the
sidelines. Teachers may also opt to have students in the outside circle grade the participants’ conversation with
a rubric, then give feedback on what they saw in a debriefing afterward, as mentioned in the featured video.

Hot Seat

Basic Structure: One student assumes the role of a book character, significant figure in history, or concept
(such as a tornado, an animal, or the Titanic). Sitting in front of the rest of the class, the student responds to
classmates’ questions while staying in character in that role.

Variations: Give more students the opportunity to be in the hot seat while increasing
everyone’s participation by having students do hot seat discussions in small groups, where one person per group
acts as the “character” and three or four others ask them questions. In another variation, several students could
form a panel of different characters, taking questions from the class all together and interacting with one another
like guests on a TV talk show.

Snowball Discussion

a.k.a. Pyramid Discussion

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Basic Structure: Students begin in pairs, responding to a discussion question only with a single partner. After
each person has had a chance to share their ideas, the pair joins another pair, creating a group of four. Pairs
share their ideas with the pair they just joined. Next, groups of four join together to form groups of eight, and so
on, until the whole class is joined up in one large discussion.

Variations: This structure could simply be used to share ideas on a topic, or students could be required to reach
consensus every time they join up with a new group.

Ongoing Discussion Strategies

Whereas the other formats in this list have a distinct shape—specific activities you do with students—the
strategies in this section are more like plug-ins, working discussion into other instructional activities and
improving the quality and reach of existing conversations.

Asynchronous Voice

One of the limitations of discussion is that rich, face-to-face conversations can only happen when all parties are
available, so we’re limited to the time we have in class. With a tool like Voxer, those limitations disappear. Like
a private voice mailbox that you set up with just one person or a group (but SOOOO much easier), Voxer
allows users to have conversations at whatever time is most convenient for each participant. So a group of four
students can “discuss” a topic from 3pm until bedtime—asynchronously—each member contributing whenever
they have a moment, and if the teacher makes herself part of the group, she can listen in, offer feedback, or
contribute her own discussion points. Voxer is also invaluable for collaborating on projects and for having one-
on-one discussions with students, parents, and your own colleagues. Like many other educators, Peter DeWitt
took a while to really understand the potential of Voxer, but in this EdWeek piece, he explains what turned him
around.

Backchannel Discussions

A backchannel is a conversation that happens right alongside another activity. The first time I saw a
backchannel in action was at my first unconference: While those of us in the audience listened to presenters and
watched a few short video clips, a separate screen was up beside the main screen, projecting something
called TodaysMeet. It looked a lot like those chat rooms from back in the day, basically a blank screen where
people would contribute a few lines of text, the lines stacking up one after the other, no other bells or whistles.
Anyone in the room could participate in this conversation on their phone, laptop, or tablet, asking questions,
offering commentary, and sharing links to related resources without ever interrupting the flow of the

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presentations. This kind of tool allows for a completely silent discussion, one that doesn’t have to move at a
super-fast pace, and it gives students who may be reluctant to speak up or who process their thoughts more
slowly a chance to fully contribute. For a deeper discussion of how this kind of tool can be used, read this
thoughtful overview of using backchannel discussions in the classroom by Edutopia’s Beth Holland.

Talk Moves

a.k.a. Accountable Talk

Talk moves are sentence frames we supply to our students that help them express ideas and interact with one
another in respectful, academically appropriate ways. From kindergarten all the way through college, students
can benefit from explicit instruction in the skills of summarizing another person’s argument before presenting
an alternate view, asking clarifying questions, and expressing agreement or partial agreement with the stance of
another participant. Talk moves can be incorporated into any of the other discussion formats listed here.

Teach-OK

Whole Brain Teaching is a set of teaching and classroom management methods that has grown in popularity
over the past 10 years. One of WBT’s foundational techniques is Teach-OK, a peer teaching strategy that begins
with the teacher spending a few minutes introducing a concept to the class. Next, the teacher says Teach!, the
class responds with Okay!, and pairs of students take turns re-teaching the concept to each other. It’s a bit like
think-pair-share, but it’s faster-paced, it focuses more on re-teaching than general sharing, and students are
encouraged to use gestures to animate their discussion. Although WBT is most popular in elementary schools,
this featured video shows the creator of WBT, Chris Biffle, using it quite successfully with college students. I
have also used Teach-OK with college students, and most of my students said they were happy for a change
from the sit-and-listen they were used to in college classrooms.

Think-Pair-Share

An oldie but a goodie, think-pair-share can be used any time you want to plug interactivity into a lesson: Simply
have students think about their response to a question, form a pair with another person, discuss their response,
then share it with the larger group. Because I feel this strategy has so many uses and can be way more powerful
than we give it credit for, I devoted a whole post to think-pair-share; everything you need to know about it is
right there.

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Circle of Knowledge: Discussion Strategy from The Core Six

1. Spark the discussion by posing an open-ended question that hooks students into the material.
2. Allow students time to stop and think about the question. You may also want students to jot down and

share responses with a partner or small group before opening the discussion.
3. Sharpen the focus of the discussion by posing a focusing question that highlights the central topic or theme

of the discussion.
4. Have students "kindle" their responses by jotting down their initial responses and then sharing and

comparing their responses in small groups.
5. Engage the whole class in the discussion. Encourage students to share their ideas, respond to prompts and

questions from the teacher or other students, refine their ideas, and evaluate the depth of their
understanding.
6. During the discussion, use a variety of recognition techniques to maximize participation and Q-SPACE to
shape the discussion (Question, Silence, Probe, Accept, Clarify, Elaborate).
7. Record students' responses and summarize key content with students.
8. Allow students to reflect on the discussion and their own participation.
9. Synthesize student learning with a task that asks them to apply what they learned during the discussion.

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Language Strategies for Active Classroom Participation

Kate Kinsella, San Francisco State University 10-2001

Expressing an Opinion Predicting
I think/believe that… I guess/predict/imagine that . . .
Based on _____, I infer that . . .
It seems to me that . . . I hypothesize that . . .

In my opinion . . .

Asking for Clarification Paraphrasing
What do you mean? So you are saying that . . .
Will you explain that again? In other words, you think . . .
I have a question about that. What I hear you saying is . . .

Soliciting a Response Acknowledging Ideas
What do you think? My idea is similar to/related to
We haven’t heard from you yet.
Do you agree? _____’s idea.
What answer did you get? I agree with (a person) that . . .
My idea builds upon ____’s idea
Individual Reporting
I discovered from _____ that . . . Partner and Group Reporting
I found out from _____ that . . . We decided/agreed that . . .
_____pointed out to me that . . . We concluded that . . .
_____shared with me that . . . Our group sees it differently.
We had a different approach.
Disagreeing
I don’t agree with you because . . Offering a Suggestion
I got a different answer than you. Maybe we could . . .
I see it another way. What if we . . .
Here’s something we might try.
Affirming
That’s an interesting idea. Holding the Floor
I hadn’t thought of that. As I was saying, . . .
I see what you mean. If I could finish my thought . . .
What I was trying to say was . . .

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Going Deeper with Questioning

Literary Questions (excerpted from 50 Questions To Help Students Think About What They Think
by Lisa Chesser)

Buried in every story lives a student’s own life. Anyone can relate to at least one character or dive into at least
one plot twist. But, the more foreign a story, the more important the questions should be.

Students may resist the idea that they can relate to certain characters depending on their ethnicity or economic
background, but deep, concentrated questions show students the story really isn’t that foreign at all and also
guide students to deeper meanings.

The following questions could be applied to any story, no matter how long or short, difficult or easy. Vary them
and add to them depending on how the discussion flows.

1. How did any of the characters or events remind you of yourself? Why?
2. How did the character’s actions affect you? Explain.
3. If you were this character, how would the story change?
4. What surprised or confused you about the characters or events? Explain.
5. Why do you think the author wrote from this character’s view?
6. What do you think the author is trying to accomplish?
7. How is the author thinking about the world?
8. How would the story change from another character’s view?
9. Why do you think this story could actually happen, or not?
10. How can this story teach us something about our lives?
11. How do you think the characters resolved the major conflict in the story?
12. How would you have resolved it?
13. How would you change the end of the story and why?

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Deeper Question Stems (Adapted from Bloom’s Question/Task Wheel (S.Paul)

analysis synthesis evaluation

break into parts, see relationships, invent new item, solve a problem judge value and purpose, support
organize information based on learning, decide how to with relevant criteria

communicate vocabulary:
apprise critique compare solve
vocabulary: vocabulary:
analyze classify examine hypothesize combine what if recommend weigh assess
produce modify invent judge debate criticize consider
separate point out distinguish
categorize investigate examine substitute organize propose plan relate decide argue select
design develop imagine rate
subdivide infer explain increase create append
differentiate compare contrast
rearrange predict improve role
survey select take apart play

question stems tasks question stems tasks question stems tasks

Classify the parts or -Design a Can you make -invent a Do you agree with -Prepare a list of
features of …? questionnaire to changes to solve …? machine for a the actions and criteria to judge
gather further specific task outcomes ? a show,
How is __ related information How can you including
to …? improve …? -Create a new What is your opinion priorities and
-Write a product of …? ratings
Why do you think commercial to sell What can happen if
…? a new product … …? -Write about your How can you prove -Conduct a
feelings in or disprove …? debate about
What is the theme -Conduct an Can you elaborate relation to … an issue
…? investigation to on the reason …? Can you assess the
produce -Do a visual value or importance -Evaluate the
What motive is information Can you propose an presentation on of …/ composition
there …? supporting a point alternative …? a new version or
of view angle Can it be better if -Hold a
Can you list the Can you invent …? connected to …? discussion about
parts …? -Make a flow chart the topic viewpoints
to show critical How can you adapt Why did they
How can you stages __ to create a -Compose a (character) choose -Write a letter
categorize …? different …? rhythm/song or …? outlining
-Illustrate put new words to changes that will
What inference data/information Can you a known melody What can you need to be
can you make …? with a graph change/modify the recommend…? made
plot/plan …? -Write a
What conclusions -Make a “tree prediction about What can you cite -What have you
can you draw …? map” What can be done to how views on this to defend the learned?
minimize/maximize topic would actions of …?
How can you -Write a biography …? change in time -What would you
classify …? or place How can you change?
-Review art/music What way can you evaluate …?
How can you in terms of form, design…? -Put yourself in __
categorize …? texture, color and How could you place
rhythm … determine …?
Can you identify Can you predict the
the different parts -Write an index outcome if …?
…? and glossary
Construct a model How can you
that changes …? prioritize …?

What evidence -Create a model Can you think of an What judgement
can you find…? original way for the can you make
-Make a “brace …? about …?
What is the map”
relationship Based on what you
between …? -Make a “double know, how can you
bubble map” explain …?
Can you make a
distinction -Create a Venn How can you justify
between …? diagram …?
What data was used
What ideas justify -Make a T chart to make the
…? conclusion …?

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JOURNAL
20% of your lesson time (or 10 minutes in a 60 minute lesson)

*Keep it simple! Allow students this time to free write on the journal prompt of their choice.
 Offer both journal prompts as an option
 Don’t worry about spelling, grammar or sentence/paragraph structure
 Use this time to improve students’ writing fluency and encourage them to just get their ideas down on
paper
 Offer sentence frames (turn the journal prompt questions into the beginning of new sentences to help get
students started – ex: What skill do you have that you could share? One skill I have that I could share
is…)
 If a student’s response takes them in a different direction and away from the prompt, that’s okay!
 Responses may be kept private. This is not a time to share unless it’s done voluntarily and you have
time at the end of the lesson.

*Want to go deeper with the journal prompts?
 After students have completed a handful of prompts in a relaxed, free-forming manner, they may choose
one to turn into a longer writing assignment or to revise and turn into a stronger piece of writing
 For grammar or editing practice at another time during your class, students may use one of their journal
prompts to edit and/or revise their work, using the skill that is being taught
 Journals may be hand-written first to increase writing fluency and then posted online as a private blog
(or public if the student chooses to make them so)
 You can host an online “conversation” with your class – make them aware ahead of time their response
will be public and then post to a forum that encourages comments and discussion amongst classmates

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EXTENSION ACTIVITIES
5% of your lesson time (or 5 minutes in a 60 minute lesson)
 These may be assigned as homework or extra work for additional credit (0.1 credits each)

 Within the suggested lesson timeframe, there is not time to complete these in class. If you’d like to do
so, add time to your lesson.

 If you do assign them, make sure to stay on track and provide the proper extension activity for your
day’s session – they are correlated with the session reading!

 If you do assign them, make sure to incorporate a debrief time so students may share their work and
their thoughts. These are extensions, designed to take the topic deeper and this is worth sharing!

 Make sure to have students complete these activities and the debrief BEFORE beginning the next day’s
session.

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ESSAY
These suggestions are not part of the Reading with Relevance teacher’s guide. However, your students
will benefit greatly if given 20 minutes every other reading session to prepare for the final essay.

 Use the graphic organizer on the following page to support your students’ preparation for the essay.
 Follow these steps for a scaffolded process to the final essay:

1. After reading through the first two sessions with your class, introduce the final essay topics. If there
are multiple choices, give them all options.

2. Remind students before each reading session what the prompts are and encourage them to keep track
of pages they read that might contain elements they want to incorporate into their essay.

3. In the beginning, all students should be focusing on all prompts. They don’t know what they will
ultimately want to write about!

4. Every other reading session, for 20 minutes, have students work on the graphic organizer attached.
They should spend their time reviewing what was read that week and filling in quotes and anecdotes
from the book that will support their final essay.

5. They should do this every other reading session, for all prompts, until they know for certain which
prompt they will be choosing. At that point they can focus their energy on finding evidence just for
their chosen prompt.

6. When all sessions are over and it’s time to write, the students may use their collected evidence to
strengthen their writing.

7. Use the scaffolds and rubric provided in the Reading with Relevance teacher’s guide to support the
writing process.

8. You may choose to use the Write to Learn strategy and graphic organizer from The Core Six (pages
50-64).

*Want to take the essay deeper?
 See the Literacy Design Collaborative (LDC) Task Templates and Optional Demands for Adding Rigor
on the following pages. You may choose to modify the prompts if you’d like – but be sure to do this
BEFORE starting the book with your students so that they have access to the final prompts from the
beginning.
 Provide students with supporting non-fiction texts throughout the reading of the book. Ask them to also
include supporting evidence from one or more of these texts in their essay. (The expository articles in
the Reading with Relevance teacher’s guide is a great place to start.)

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Graphic Organizer for Essay Preparation

*You may add to this page as much as you wish. You will probably need to make another copy of this as a blank sheet once you fill
up the available space or you may also create your own graphic organizer to continue working on.

QUOTE FROM BOOK MY REFLECTION PAGE #

Keep track of what you read that you Why are you marking this part? What Make sure you cite the page number so
might be able to refer to when writing are your thoughts about it? you can return to this part later.

your final essay!

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LDC Task Templates for Grades 6–12

Cognitive ARGUMENTATION INFORMATIONAL/EXPLANATORY
Demand
Task IE1: [Insert optional question] After
1 (reading/researching) _____ (literary text/s and/or
Definition informational text/s on _____ content), write _____
(product) in which you define _____ (concept or term)
2 and explain _____ (content). Support your discussion
Description with evidence from the text/s.

3 Task IE2: [Insert optional question] After
Explanation (reading/researching) _____ (literary text/s and/or
informational text/s on _____ content), write _____
4 Task A4: [Insert optional question] (product) in which you describe _____ (content).
Analysis After (reading/researching) _____ Support your discussion with evidence from the text/s.
(literary text/s and/or informational
5 text/s on _____ content), write _____ Task IE3: [Insert optional question] After
Comparison (product) in which you argue _____ (reading/researching) _____ (literary text/s and/or
(content). Support your position with informational text/s on _____ content), write _____
6 evidence from the text/s. (product) in which you explain _____ (content).
Cause- Support your discussion with evidence from the texts.
Effect Task A5: [Insert optional question]
After (reading/researching) _____ Task IE4: [Insert optional question] After
(literary and/or informational text/s on (reading/researching) _____ (literary text/s and/or
_____ content), write _____ (product) informational text/s on _____ content), write _____
in which you compare _____ (content) (product) in which you analyze _____ (content).
and argue _____ (content). Support Support your discussion with evidence from the text/s.
your position with evidence from the
text/s. Task IE5: [Insert optional question] After
(reading/researching) _____ (literary text/s and/or
Task A6: [Insert optional question] informational text/s on _____ content), write _____
After (reading/researching) _____ (product) in which you compare _____ (content).
(literary text/s and/or informational Support your discussion with evidence from the text/s.
text/s on _____content), write _____
(product) in which you argue the Task IE6: [Insert optional question] After
cause/s of _____ (content) and explain (reading/researching) _____ (literary text/s and/or
the effect/s _____ (content). Support informational text/s on _____ content), write _____
your position with evidence from the (product) in which you examine cause/s of _____
text/s. (content) and explain the effect/s _____ (content).
Support your discussion with evidence from the text/s.

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7 Task IE7: [Insert optional question] After
(reading/researching) _____ (literary text/s and/or
Procedural- informational text/s on _____ content), write _____
Sequential (product) in which you relate how _____ (content).
Support your discussion with evidence from the text/s.
8
Task IE8: [Insert optional question] After
Hypothesis- (reading/researching) _____ (informational text/s on
Experiment _____ content), developing a hypothesis, and
conducting an experiment examining _____ (content),
write a laboratory report in which you explain your
procedures and results and confirm or reject your
hypothesis.

9 Task A9: [Insert optional question]
Evaluation After (reading/researching) _____
(literary text/s and/or informational
10 text/s on _____content), write _____
Problem- (product) in which you discuss _____
Solution (content) and evaluate _____ (content).
Support your position with evidence
from the text/s.

Task A10: [Insert optional question]
After (reading/researching) _____
(literary text/s and/or informational
text/s on _____content), write _____
(product) in which you identify a
problem _____ (content) and propose a
solution. Support your position with
evidence from the text/s.

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Optional Demands for Adding Rigor to Teaching Tasks
Demands may be added to a teaching task to increase its rigor. You might choose to add either a single demand
or multiple demands depending on your students’ needs, grade level standards, or content. Additional demands
can also be used as a mechanism to provide additional differentiation for individuals or groups with similar
instructional needs.

D1 Be sure to acknowledge competing views. (Use with Argumentation tasks.)

D2 Give ____ examples from past or current ____ (events; issues) to illustrate and clarify your position.

D3 What _____ (lesson/s, conclusion/s, implication/s) can you draw about _____ (content)?

D4 In your discussion, address the credibility and origin of sources.

D5 Identify any gaps or unanswered questions.

D6 Include _____ (bibliography, citations, references, endnotes).

D7 Include _____ (charts, tables, illustrations, and/or stylistic devices) to help convey your message to your
readers.

D8 Explain how _____ (key detail/s, historical events, scientific ideas or concepts, or steps in a technical
procedure) and _____ (key detail/s, historical events, scientific ideas or concepts, or steps in a technical
procedure) are _____ (connected or related).

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