RED Routine 1 Vocabulary Routine

Transcription

1 RED Routine 1 Vocabulary Routine 1. Pronounce Say the word and have students repeat it twice. Give the part of speech. Divide into syllables. Students will rate the word 2. Explain Meaning Describe the word meaning Students record the meaning in rbook Rephrase the meaning 3. Discuss Examples Model as least two meaningful examples Students share their ideas Record in rbook 4. Deepen Understanding with Conversation Ask a question (from TE) Display the sentence frame and ask students to respond 5. Review Read aloud the frames from TE and have students choose TARGET WORDS to complete them

2 RED Routine 2 Scaffolded Reading Oral Cloze 1. Prepare (teacher) Look over the reading and familiarize yourself with the phrasing and the words suggested for omission. 2. Explain Share the purpose of reading with Oral Cloze. I am going to read aloud a text from the rbook. Your job is to read along silently with me while I read aloud. Be sure to follow with your eyes on the text. Follow my pace and do not read ahead or slow down. Occasionally I will leave out a word. When this happens, read the missing word out loud. When I stop reading, everyone say the word at the same time. 3. Read Model fluent reading that sounds natural, at an appropriate pace, pronouncing words accurately, pausing at the end of phrases, interpreting punctuation, and using expression. 4. Monitor Pay attention to student s responses. If they don t respond, or if they say another word, clearly say the omitted word. I didn t hear everyone say the word that I omitted. Let s read the sentence again and this time, make sure to chime in. Repeat the sentence to get students back on pace.

3 RED Routine 3 Think-(Write)-Pair-Share 1 Think about the question: 2 Write a response. 3 Pair up to discuss: (Provide sentence frame) 4 Share out.

4 RED Routine 4 Idea Wave Think about the question. Write down your ideas. Share one idea when the wave comes to you. Record new ideas.

5 Group and number off. Red Routine 5 Numbered Heads Respond to the questions. Discuss ideas with your group and be ready to share. Share your group s ideas if your number is called. 1 AGREE I agree with that. My idea is similar to s. I think that. 2 3 DISAGREE I have a different perspective. I believe that. I don t completely agree. In my opinion,. 4 ELABORATE I agree with and would add that. To build on s idea, I think.

6 RED Routine 6 Writing Process 1. Brainstorm Read the prompt and identify the writing type, audience, and purpose for writing. Brainstorm ideas and record on the idea web. Provide frames for students to discuss ideas with a partner or group. Students will choose idea and record a topic/position in the rbook. 2. Organize Reread the writing prompt and review each of the key features of the writing text. Students will organize their ideas by writing notes to complete outline. Students should collaborate to share their notes. 3. Write Discuss how to use precise words, relevant Target Words, and transition words and phrases Monitor students as they write. 4. Revise Show the revision model and show how to use a scoring guide to revise a draft. Use RED Routine 7: Peer Feedback to have students self-assess their writing 5. Edit Teach conventions lessons focused on grammar, usage, and mechanics. Provide guidance while students complete exercises and edit their work 6. Final Draft/Present Assist students as they write and present their draft. Allow students to use technology.

7 RED Routine 7 Peer Feedback 1. Self Assess Model how to use the scoring guide to provide feedback. Review steps for Peer Feedback. Direct students to read their own writing and circle ratings in their books. 2. Rate Students need to exchange their drafts and rbooks. Monitor students. 3. Write Feedback Students need to use the sentence starters to write positive comments and suggestions. 4. Share Feedback Have the 1 st partner discuss the feedback he/she recorded in partner s rbook. Start with positive comments then suggestions, then questions. 5. Summarize 2 nd partner will ask questions orally summarize his/her partner s feedback using sentence starters in rbook. 6. Switch Roles 2 nd partner shares his/her feedback

8 RED Routine 8 React and Write 1. React (1-4) Brainstorm- Students are to reflect by writing 3 responses to the React and Write question. Rewrite- Support students to rewrite one of their ideas using a response frame. Discuss- Students will share their ideas and take notes. Report- Facilitate a discussion so students can share their ideas. 5. Read Share the purpose of reading with Oral Cloze. I am going to read aloud a text from the rbook. Your job is to read along silently with me while I read aloud. Be sure to follow with your eyes on the text. Follow my pace and do not read ahead or slow down. Occasionally I will leave out a word. When this happens, read the missing word out loud. When I stop reading, everyone say the word at the same time. 6. Practice Model fluent reading that sounds natural, at an appropriate pace, pronouncing words accurately, pausing at the end of phrases, interpreting punctuation, and using expression. 7. Discuss Pay attention to student s responses. If they don t respond, or if they say another word, clearly say the omitted word. I didn t hear everyone say the word that I omitted. Let s read the sentence again and this time, make sure to chime in. Repeat the sentence to get students back on pace. 8. Write

9 RED Routine 9 Summarize 1. Introduce Emphasize the importance of summarizing. 2. Analyze Project and read a Summary Model. Point out the information in the topic sentence: text type, title, author, and topic. Use the general present tense for citation verbs in a summary. Analyze the model. 3. Guide Students need to use the rbook to record the Text information on the Summary Note Taking Outline 4. Record Detail 1 Detail 2&3 Detail 4 Concluding Sentence 5. Write Summary Writing Frame 6. Assess Partner read aloud each summary and use scoring guide to assess.