Literacy Routines

As you plan your lesson, anticipate where students may become confused or make procedural mistakes and build in checkpoints. Plan tiered questions aligned to the learning standard, including questions at the higher levels of Bloom’s taxonomy. Prepare materials (e.g., exit tickets* and response cards).

Have students list or summarize instructions to a peer or repeat after you in a choral response. For multi-step instructions, provide oral scaffolding then call on students at random to teach back*. Make compliance visible; for instance, ask students to point or hold up their papers. (See Turn the Light On for further suggestions for making instructions more comprehensible for students.)

Response signals* allow you to check the pulse of the group quickly. Signals range from a simple Fist-to-Five to response cards, white boards, and tech checks*. When assessing individual understanding, give a countdown then have students display their answers all at once. To assess the whole group, ask pairs or small groups to confer first then signal in unison.

When orally assessing student understanding in a whole-group discussion, pose and post the question and give think time. After allowing students to discuss with a partner, randomize responses by cold calling* a handful of students to share then ask if anyone has a different idea.

For whole-class discussion of higher-order questions, implement Right is Right* and Stretch It* techniques to extend limited answers and correct inaccurate concepts or language.