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Think-pair-share can go awry. Yup.

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I’m a strong believer in students talking about what they’ve learned from informational texts. Good conversations about nonfiction have the potential to –

  • increase students’ understanding of texts,
  • help students clarify their thinking,
  • help students expand their understanding,
  • build bridges to stronger writing.

But a critical component is teacher support. Without teacher support, even our best students sometimes have low level, little-thinking-required conversations. Not conversations that build meaning and understanding of content.

More thoughts on what I’ve been working on in my own practice soon.

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