Word-Phrase-Sentence (Text Rendering Protocol)
Lindsay Manzella
This week's EAL strategy is a Visible Thinking Routine that I observed in a classroom the week before break. While watching my students in the class, I noticed that this is a great strategy for ELLs because it allows them to choose a word, a phrase, and a sentence directly from the text to show their thinking and understanding without having to produce any language of their own. Of course, later in the discussion, they will get to explain their thinking orally, but this first step of identifying parts of the text gives them a low-risk basis for starting a conversation.
Purpose:
Word-Phrase-Sentence helps learners to engage with and make meaning from text with a particular focus on capturing the essence of the text or "what speaks to you." It fosters enhanced discussion while drawing attention to the power of language. However, the power and promise of this routine lies in the discussion of why a particular word, a single phrase, and a sentence stood out for each individual in the group as a catalyst for rich discussion. It is in these discussions that learners must justify their choices and explain what it was that spoke to them in each of their choices. In doing so, individuals are often struck by how a single word can have the power of conveying the essence of a whole text. The discussion of sentence, phrase, and word choice sets the stage for considering themes, predictions, and lessons to be drawn. (From Making Thinking Visible)
Student Directions:
Review the text that you have read and select:
Further Steps:
At this point, the groups should share out with the class. The teacher can ask each group to share a few responses from each category and record them on a chart.
As a class, look at the groups’ responses. Consider:
This week's EAL strategy is a Visible Thinking Routine that I observed in a classroom the week before break. While watching my students in the class, I noticed that this is a great strategy for ELLs because it allows them to choose a word, a phrase, and a sentence directly from the text to show their thinking and understanding without having to produce any language of their own. Of course, later in the discussion, they will get to explain their thinking orally, but this first step of identifying parts of the text gives them a low-risk basis for starting a conversation.
Purpose:
Word-Phrase-Sentence helps learners to engage with and make meaning from text with a particular focus on capturing the essence of the text or "what speaks to you." It fosters enhanced discussion while drawing attention to the power of language. However, the power and promise of this routine lies in the discussion of why a particular word, a single phrase, and a sentence stood out for each individual in the group as a catalyst for rich discussion. It is in these discussions that learners must justify their choices and explain what it was that spoke to them in each of their choices. In doing so, individuals are often struck by how a single word can have the power of conveying the essence of a whole text. The discussion of sentence, phrase, and word choice sets the stage for considering themes, predictions, and lessons to be drawn. (From Making Thinking Visible)
Student Directions:
Review the text that you have read and select:
- a sentence that was meaningful to you and helped you gain a deeper understanding of the text.
- a phrase that moved, engaged, provoked or was in some way meaningful to you.
- a word that captured your attention or struck you as powerful.
Further Steps:
At this point, the groups should share out with the class. The teacher can ask each group to share a few responses from each category and record them on a chart.
As a class, look at the groups’ responses. Consider:
- What implications/interpretations surrounding the text emerge from the group’s responses?
- What common themes emerge in the group’s responses?
- What aspects/points of the text are lacking? Why do you think this is?
