See-Think-Wonder
The See-Think-wonder routine helps students develop the ability to observe closely, draw conclusions, and ask pertinent questions. During this routine, students are shown an image that relates to something we are studying. They are asked to observe closely, then tell something they see in the image. Once they give a detail from the image that they see, they then tell what they are thinking about that detail - maybe what it is or what it is doing. Then, they ask a question related to their thinking. This routine takes students from being passive viewers to being actively engaged and thinking about what is in front of them. Sometimes student responses are recorded on a chart, but other times, they are shared orally.
Zoom In
Zoom In is similar to See-Think-Wonder in that students build understanding by examining some visual representation or image. However, in this routine, only a small portion of the image is shown at a time. As each new section is revealed, students are asked "What do you see here? What new information do you have now? How does it change your thinking?" Students can share these ideas aloud in a whole-group discussion or with a partner, or they can record their thinking at each stage in order to capture how their thinking is changing as see more. This routine is great for student engagement and discussion, as the excitement builds with each new section is revealed! I love using this routine in math especially, where I have found it is especially effective for helping students build their own understanding from a visual model.
Connect-Extend-Challenge
This routine captures the essence of real learning! The routine can be used with just about any learning experience: books, experiments, simulations, videos, and field trips! The routine is useful after a new experience within the context of a larger unit. Student are asked how the new experience connects to what they already knew or thought, how it extended their understanding or thinking, and what they still find challenging or what new questions are raised about the concept. For example, we have used this routine after a field trip to connect it to what we have been learning in the classroom, and with nonfiction read alouds that tie into social studies or science units.
Claim-Support-Question
This routine helps students develop the habit of explaining their reasoning. Students use what they think or know to make a claim, then provide evidence that supports or proves their claim. The routine can be used when making opinion-based claims or fact-based claims. It can also be used when explaining mathematical solutions, developing a response to literature, or synthesizing science experiments. As you can see, this routine is very versatile! The final part of the routine is to ask a question, one that both ties into and extends the claim. That is, as we understand more, we can make and support claims, but in turn, we are also able to ask new and deeper questions because of our new understanding! Guiding students through this process is a year-long journey in our classroom, and as they mature, they build the habit of this kind of thinking and their insights become deeper, and richer.
Micro Lab Protocol
Young children (and even lots of adults!) have a hard time with "active listening". Here's how I describe it to my second graders: When you are being an active listener, you aren't just looking at your partner or letting them have a turn; you are thinking about what they are saying. Micro Lab is a routine that has helped my students develop this skill.
Students love using Micro Lab to discuss their ideas! We often use this routine after one of the other routines for recording our thinking. Students can then bring something to the group to share when it is their turn. In Micro Lab, every child gets a turn to talk. They must talk for their entire minute, and no one else in the group is allowed to speak at this time. I monitor this very closely, and I don't allow anyone to "step on" another child's talking time. After the child has their minute of talking, the whole group rests silently for 20 seconds. This step is critical! During this time, I remind children that they should be thinking about what that child shared. They can think of questions they have, ideas they agree or disagree with, things they want to build on, etc. After 20 seconds, the next child has a turn. This pattern continues until all children in the group (3 or 4) have shared. Then, the group has time to discuss openly.
I have been amazed by how powerful this routine is in developing true communication among children. Students have said things like, "I like Micro Lab because it gives me time to think and I can understand what my partner is saying better."
Students love using Micro Lab to discuss their ideas! We often use this routine after one of the other routines for recording our thinking. Students can then bring something to the group to share when it is their turn. In Micro Lab, every child gets a turn to talk. They must talk for their entire minute, and no one else in the group is allowed to speak at this time. I monitor this very closely, and I don't allow anyone to "step on" another child's talking time. After the child has their minute of talking, the whole group rests silently for 20 seconds. This step is critical! During this time, I remind children that they should be thinking about what that child shared. They can think of questions they have, ideas they agree or disagree with, things they want to build on, etc. After 20 seconds, the next child has a turn. This pattern continues until all children in the group (3 or 4) have shared. Then, the group has time to discuss openly.
I have been amazed by how powerful this routine is in developing true communication among children. Students have said things like, "I like Micro Lab because it gives me time to think and I can understand what my partner is saying better."
CSI (Color, Symbol, Image)
The CSI routine is meant to help students develop metaphorical thinking. After studying a topic or reading a story, students choose a color to represent their thinking/reaction to what they have read or learned. They record this color and write down the reason they chose it. Next, they are given a list of symbols - just ordinary keyboard symbols - from which to choose. Again, they record their symbol as well as their reasoning. Last, they draw an image/scene that they feel is most important to show what they have learned or read. When looking at students' CSI work, the most interesting part is reading their reasons for the choices they made. This is truly a routine that makes students' thinking visible!
Headlines
Headlines is a routine to help students develop the ability to summarize their learning. A headline is a one- or two-line statement about an activity that lets others know, in a nutshell, what was learned. It sounds simple, yet it can be difficult for second graders to extract the one big, important idea from a science investigation, for example. The headlines routine, when used often, can help students develop this skill.
Chalk Talk
A Chalk Talk begins with prompts written on chart paper. These prompts may be about a subject we are studying (or about to study), school issues, or even the beginning of a school year! Prompts are usually questions that get students thinking, and they are designed to bring out differing ideas and opinions. Each prompt chart is laid on a different table throughout the room, along with lots of markers for students to use. Students stand around the charts, each with marker in hand, and respond without talking to the prompt on the chart. As they move to the next prompt, they are encouraged to read and respond to the thinking of others (which has already been written), before responding to the prompt themselves. When all students have had a chance to read and write on each chart, we discuss them as a class.
This routine gives every child a chance to take part in a discussion, without the pressure of speaking in front of their peers. It also ensures that the conversation is not dominated by the same few students who always speak up. The purpose of the routine is to honor all voices and ideas in the class in an environment that makes all students feel safe.
This routine gives every child a chance to take part in a discussion, without the pressure of speaking in front of their peers. It also ensures that the conversation is not dominated by the same few students who always speak up. The purpose of the routine is to honor all voices and ideas in the class in an environment that makes all students feel safe.
Generate-Sort-Connect-Elaborate
This routine is used in creating concept maps. In this routine, students generate words related to the topic of study. Then, they sort the words - they can be sorted into categories or by importance. Next, students make connections between words, writing how the concepts are connected right on the map. As they work with these ideas, new concepts may arise, which students can then add to the map. The power of this routine comes through seeing the connections students make. Even more important, it prompts students to begin making connections they might not have made otherwise! Connection-making is a powerful tool the brain has for learning and remembering information.