English/Language Arts Recommended Priority for Instructional Practices, 2011
Structured Student Interaction
RESEARCH:By consistently structuring student interaction with clear academic language expectations in all classrooms, student achievement will increase because SSI will provide:
The average EL student—who spends less than 90 seconds a day in classroom talk time (Education Week, Vol. 27, Issue 25, Pages 28-29)—more opportunities to verbally process and practice the modes of communication present in the ELD standards.
Standard English Learners opportunities to respond using academic language at the word and clause levels.
Opportunities for students with special needs to verbally process/rehearse before producing an outcome.
All students high-yield, research-based instruction (Marzano, The Art and Science of Teaching, Pages 39-40).
LOOKS / SOUNDS Like:
Structured student interaction is targeted to access prior knowledge or allow for processing new information. In the Fisher and Frey model for Gradual Release of Responsibility, SSI primarily occurs during the “We do together” and “You do together” stage of learning.Key elements of SSI include:
Clearly communicated and consistently followed protocols.
Think time.
Language response expectation (e.g., key domain-specific vocabulary, complete sentence, response frame).
Random, non-volunteer accountability.
Developmentally appropriate and cognitively demanding task.
Conservative time limits.
EMERGING PRACTICE:
Turn to a partner and discuss what you think the author’s message is. You have two minutes. [2 minutes pass] Raising your hand, tell me something you talked about. / EVOLVING
PRACTICE:
Turn to your designated partner. Partner A will go first. You will have 1 minute each. Discuss what you believe to be the author’s message. [2minutes pass] I’m going to use the random notecards to call on students to answer. / EXEMPLARY PRACTICE*:
I’m going to give you 30 seconds of think time. Afterwards, you will turn to your designated partner to discuss. Partner B will share his/her response in 1 minute. Then, Partner A will share. Here’s the question: What is the author’s message of the story? What text evidence supports your idea? Ready…think. [Teacher points to his/her temple giving the signal for “think time.” 30 seconds pass] Turn to your partner. You have 1 minute each. When you discuss, use the following sentence frame to answer the questions. The author’s message of the story is ______, and I know this because______.Partner B, begin.[After 1 minute, teacher prompts Partner A. 2 minutes pass – Teacher uses notecards to determine randomly the students who will share.]
*The exemplary practice is written out to show the protocol of the teacher is in place. However, once a protocol is established, a teacher would not continue to give such elaborate instructions each time.