At this stage in the unit, the students will be Expressing Ideas and Questions. The table below shows specific talk and writing goals for this phase of the unit.
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Talk and Writing Goals for Expressing Ideas and Questions Phase |
Teacher Talk Strategies That Support This Goal |
Curriculum Components That Support This Goal |
|---|---|---|
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Treat this as brainstorming and elicitation of student ideas. |
Remember, there are no “right” answers at this point. We want to hear all ideas. |
Unit Pretest My Students’ Answers |
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Listen for student ideas about matter and energy at different scales, but do not correct wrong ideas. |
Where did the energy come from? Where does the matter go next? Are you talking about matter or energy? What about the atomic-molecular scale? |
Unit Pretest Expressing Ideas and Questions Tool |
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Elicit a range of ideas. Press for details. Encourage students to examine, compare, and contrast ideas with the ideas of other students. |
Who can add to that? What do you mean by _____? Say more. So I think you said _____. Is that right? Who has a different idea? How are those ideas similar/different? Who can rephrase ________’s idea? |
Unit Pretest Expressing Ideas and Questions Tool |
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Encourage students to provide evidence. |
How do you know that? What have you seen in the world that makes you think that? |
Expressing Ideas and Questions Tool |
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Document student ideas so they can be revisited later. |
Let’s record our ideas so we can come back to them and see how our ideas change. |
Sticky notes on class poster or Activity 1.2 Presentation Expressing Ideas and Questions Tool |