Notable Quotables
Purpose
Students collaborate to answer an assessment question by thinking, talking, writing, and revising a “notable quotable.”
Materials
- Assessment question or prompts for analysis
- Index cards
Instructions
Round 1
- Pair students with an elbow partner.
- Present an assessment question.
- Ask students to think about the question.
- Students talk with a partner and justify their correct responses using a quote from the actual question or passage.
- Students combine their ideas, and each one writes a Notable Quotable using this thinking stem: “The correct answer is _________ because the question says _________.” (add a quote from the question.)
Round 2
- Partner pairs stand up, find another pair to form a square, and share their Notable Quotables, revising their original responses if necessary.
- Ask students to think about how they can prove their answers.
- Students talk about how they can prove the answer they chose with specific evidence.
- Students write their proof or evidence on their Notable Quotables using this thinking stem: “I can prove _________ is the correct answer because _________.”
Collect students’ Notable Quotables and read out 3-4 excellent responses, noting where students needed clarification or correction.
Classroom Management
- Demonstrate ways to combine verbal summaries into written summaries.
- Role-play how to evaluate responses using applause-o-meter.
Differentiation
- Promote access by providing a word/idea bank or visual examples of the concept.
- Promote response support by allowing the use of speech-to-text or word prediction support.
- Access language supports by proficiency level ->
Think It Up!
- Have students think more deeply about the concept by responding to a Think It Up prompt as an exit ticket or journal entry:
- Connect this concept, process, visual, or genre demand to another concept, and explain the connection in 1-2 sentences.
- Encourage students to use lead4ward’s Thinking Stems (English/Spanish) to frame their responses, if needed.
Read the video transcript
Do you have 30 seconds to learn an instructional strategy that you can use in class tomorrow? In round 1, pair students with an elbow partner and give the class an assessment question. Next, students collaborate with their partner to justify their answer using a quote from the question. Finally, each student writes a notable quotable using this stem: The correct answer is blank because the question says blank. In round 2, each pair of students finds another pair to create a group of 4 and they discuss their notable quotables to revise if needed. Then each student fills out this thinking stem: I can prove blank is correct because blank. Finally, you wrap up by reading out 3 excellent responses and noting where students need clarification or correction. Hit follow for more easy to use classroom strategies.
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