Series Five Essential Practices for the Teaching of ELLs - High School: Lit Circles: Fostering Heterogeneous Collaboration
ELA.RL.11-12.2
| Common core State Standards
- ELA: English Language Arts
- RL: Reading Standards for Literature 6-12
- 11-12: 11th & 12th Grades
-
2:
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
ELA.SL.11-12.1a
| Common core State Standards
- ELA: English Language Arts
- SL: Speaking and Listening Standards 6-\x80\x9312
- 11-12: 11th & 12th Grades
-
1a:
Initiate and participate effectively in a range of collaborative discussions (one on
one, in groups, and teacher-led) with diverse partners on grades 11-\x80\x9312 topics,
texts, and issues, building on others'\x80\x99 ideas and expressing their own clearly and
persuasively.
a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well reasoned
exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision making,
set clear goals and deadlines, and establish individual roles as
needed.
c. Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required
to deepen the investigation or complete the task.
ELA.L.11-12.6
Common core State Standards
- ELA: English Language Arts
- L: Language Standards 6-\x80\x9312
- 11-12: 11th & 12th Grades
-
6:
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
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Discussion and Supporting Materials
Thought starters
- How does Mr. Halle-Erby strategically use groups to support learning and foster collaboration during the lesson?
- |What scaffolds does Mr. Halle-Erby have in place to support his English Language Learners?
- |How does Mr. Halle-Erby collect and use formative assessment data?
In Partnership With:
School Details
S.F. International High School1050 York Street
San Francisco CA 94110
Population: 297
Data Provided By:
Teachers
Kyle Halle-Erby
Newest
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4 MIN
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5 MIN
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5 MIN
UNCUT CLASSROOMS
| TCHERS' VOICE
English Language Arts
14 Comments
Letonia Lane May 10, 2021 5:28pm
Everyone has to pull his or her weight to have a successful group.
Letonia Lane May 10, 2021 5:26pm
The video was very informative.
Letonia Lane May 10, 2021 5:26pm
I would need the time each day to arrange kids into groups for this method of teaching to be successful in my class.
Gretchen Vierstra Jun 20, 2018 5:11pm
Sara Leiva Dec 4, 2018 2:55pm
Hi Gretchen, I couldn't find them either. I was looking for the individual student role handouts which the teacher had on the table folders for each group. There are some "general instruction handouts" under supporting materials, but not the student role handouts. Even if those are specific to each novel, it would be great to see what an example looks like. Thank you.
Susan Greenwood Jun 20, 2018 3:43pm