Jigsaw

1. Identify the reading material(s) to be used for the activity. The reading needs to contain enough content to be able to be chunked for 3-5 different readings.
2. Assign students to home groups and assign students to different reading groups so that each home group has a  representative for each reading group. This group can be randomly assigned but should contain a variety of levels of readers.
3. Provide students with a reading strategy that will prepare them to participate in a discussion of their reading. Many times  teachers will provide a set of text codes and margin note expectations that students use to identify evidence for the reading group conversations. Provide students the overall process they will be using so they are prepared to be successful at each step along the way. Allow students time to read and annotate the reading.
4. Once the active reading time has been completed, have students break into ‘like’ groups to discuss the content they read. Providing students with clear expectations and guiding questions for the conversation will enable them to stay on task and prepare for the next step.
5. Students return to their home groups to share what they learned, listen to their peers, and discuss the overall main idea of the reading. Again, clear expectations for what and how students will share enables the dialogue to be rigorous and more effective. Providing an order and structure for the discussion, setting expectations for probing questions, and using paraphrasing helps the groups work together to deepen understanding.

• Review norms for the activity in advance and have students work together to brainstorm how they will  exhibit the norms in this activity. It may be helpful to  identify specific behaviors if you are explicitly developing student capacity (e.g., identifying details, making  connections through paraphrasing, etc.).
• To hold students accountable and provide the teacher a way to monitor understanding and correctness, have them create anchor charts in their expert groups.
• Have 2-3 students work together in teaching groups to teach their content to a slightly larger rainbow or ‘home’ group. This allows for students to extend the thinking of another student rather than being the sole expert in a group.
• While monitoring each expert group, be sure to ask clarifying questions to help prepare students to present their information effectively when they return to their initial ‘home’ group.

Scaffolds for Multilingual Learners

Entering/Emerging:

• Bold key vocabulary words for students to use to identify icons and match key terms and ideas to images, graphs, icons or diagrams.
• Allow students to access and use vocabulary resources and tools, such as anchor charts, word walls, word banks, and personal dictionaries (including images).
• Chunk the text to make it more accessible for students to sequence events, identify patterns, and locate main ideas.
• Model the It Says–I Say–And So strategy in order to support students’ comprehension of texts for the purpose of recounting, arguing, explaining and/or discussing.
• Provide visual support (e.g., posters, photographs) for students to name and briefly describe objects, people, or places
• Provide sentence stems and frames for stating main ideas and/or restating details of content-related topics, as well as connecting ideas to one’s experiences (in home language and English). 
• Provide frequent opportunities for students to participate in both structured and less structured dialogue.
• Provide time for students to think and create an oral response (in home language and English).
• Model appropriate nonverbal behaviors to show engagement and listening.
• Use Google Slides to provide live captioning.
• Provide graphic organizers.

Developing/Expanding:

• Model and use Reader Response in order to support students’ comprehension of texts for the purpose of recounting, arguing, explaining and/or discussing.
• When watching videos, turn on captions.
• Provide examples of transitions to help students connect ideas. 
• Model examples of paraphrases and summaries that are presented orally.
• Provide sentence stems and frames for questions.
• Provide frequent opportunities for students to participate in both structured and less structured dialogue.
• Provide examples of clarifying questions that students might ask.
• Model how to generate new questions to maintain conversations.
• Provide graphic organizers.

Bridging/Reaching:

• Pair this strategy with  Main Idea–Detail Frame in order to support students’ comprehension of texts for the purpose of recounting, arguing, explaining and/or discussing.
• Pair this strategy with Text Coding with Margin Notes, Double Entry Organizer (DEO), Anticipation Guide to assist in comprehension of texts.