Partner Read and Retell Routine • Time: 20 minutes • Grades: K–5 (with scaffolds for K–2*) • Target Skills: Fluency, Reading Comprehension What To encourage active engagement and retelling in students’ own words Why Retelling a target text allows students to process and organize information, which deepens their understanding. It also encourages active engagement with the content, supports the use of academic language and discussion, and reinforces key concepts. When After Reading (Teacher Cards) How Start by selecting a meaningful passage from the target text.
Mini Dictation Routine • Time: 15–20 minutes • Grades: K–5 (with scaffolds for K*) • Target Skills: Listening, Spelling, Writing Conventions What To engage students in writing from dictation and practice using language conventions Why Transcribing authentic text helps develop phonological awareness, build spelling skills, and reinforce knowledge of sentence structures, all of which foster language development and writing proficiency. When Writing Section (Teacher Cards) How Start by selecting familiar phrases or sentences from the target text. These may be quotes or excerpts students used as evidence in their writing.
Read aloud the phrase or sentence and discuss its meaning. Together with students, count the number of words in the phrase or sentence and read it aloud again. Prepare students for writing by reading word by word or phrase by phrase again, then ask students to follow you in writing. Discuss the spelling and grammar of students’ sentences together. You may wish to point out uppercase letters, descriptive words, unusual spellings, punctuation, etc. Write the standard version of the sentence for display and ask students to copy it underneath their writing. Students should compare versions and correct their own work using a colored pencil. * Very young students should work on single words and use letter blocks to produce their writing. Routine adapted from Escamilla et al., 2014
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For each new passage, pair students across proficiency levels and instruct partners to take turns reading aloud the passage. Readers who struggle with decoding may whisper-read as readers with stronger skills read aloud. After reading each passage, ask partners to pause and verbally retell or summarize what they read. Encourage partners to ask clarifying questions to better understand the text. You may lead a brief, 2-minute discussion on each section for additional support, asking questions such as, What is happening here? , How do we know who’s speaking? or What is the main idea of this paragraph? * Young students should work with key sentences instead of paragraphs and have the sentences read aloud to them by the teacher. Routine adapted from Calderón et al., 2022; Gottlieb, 2023
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Tips for Accountable Partner Discussion Remember to create opportunities for all learners to share ideas and practice speaking and listening conventions in a supportive environment. For example, as you engage in classroom activities, be sure to include students who are less likely to participate. Or consider writing each student’s name on a card, stick, or piece of paper to select students and monitor participation. (Remember to set aside already-used names.) For further practice with academic discourse, provide discussion prompts for partners to address in “talker” and “reporter” roles. References Calderón, M. E., Tartaglia, L. M., & Montenegro, H. (2022). Cultivating competence in English learners: Integrating social-emotional learning with language and literacy . Bloomington, IN: Solution Tree Press. Escamilla, K., et al. (2014). Biliteracy from the start: Literacy squared in action . Philadelphia, PA: Caslon Publishing. Gottlieb, M. (2023). Assessing multilingual learners: Bridges to empowerment . Thousand Oaks, CA: Corwin.
KNOWLEDGE LIBRARY INSTRUCTIONAL ROUTINES
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