ALL-ED Routine: Fact,

Question, Answer (FQA)

Use this routine to help students:
Remember facts
Make personal meaning out of texts

Starting Positions

Teachers or students identify facts from the texts to be remembered.

Teachers assign students into groups of three to meet at different spots
in the room. Make sure students can see each other within each group.

Criteria

Must Haves: Connection to personal experience must add meaning

Amazing: Answer/response to the question uses vocabulary from the unit

Action Pattern

1. Teacher assign students the role of who is going first, second, and third in
each group
2. Student A reads a fact from the text
3. Each student takes turn to share a meaningful, personal connection to the
fact stated
4. The group discusses which personal connection is the most meaningful;
write down the corresponding fact and meaningful connection down
5. Repeat Steps 2 to 4 with Student B and C

Reflection

Ask students to report to the large group their three most meaningful
connections. Use the Criteria to determine the most meaningful
connection.
Ask the big group, “What is this text about? How does this text relate to
our lives?”

Adapted from Bondie & Zusho, 2018

 ALL-ED Routine: Fact,
Question, Answer (FQA) -
Student Copy
Use this routine to help you:
Remember facts
Make personal meaning out of texts

Starting Positions

You and your teacher will identify facts from the texts to be remembered.
Your teacher will assign you into groups of three to meet at different spots
in the room. Make sure you can see other students within your group.

Criteria

Must Haves: Make a connection to personal experience must add

meaning
Amazing: Answer/response to the question uses vocabulary from the unit

Action Pattern

1. Your teacher will assign you the role of who is going first, second, and
third in each group
2. Student A reads a fact from the text
3. Each student takes turn to share a meaningful, personal connection to the
fact stated
4. The group discusses which personal connection is the most meaningful;
write down the corresponding fact and meaningful connection down
5. Repeat Steps 2 to 4 with Student B and C

Reflection

Report to the large group their three most meaningful connections. Use
the Criteria to determine the most meaningful connection.
Ponderpoints: “What is this text about? How does this text relate to our
lives?”

Adapted from Bondie & Zusho, 2018

 ALL-ED Routine:
List, Write, Draw
Use this routine to help students:
Retrieve prior knowledge on a topic
Recording thinking on a topic

Starting Positions

Ask students to think “in their head” about a question or a prompt. For
example, “Think of a time when you (related to the topic—maybe how you
learned X or when you were motivated by X).”
You might ask the students to summarize a lesson using List, Write, Draw
capturing the most important points.

Criteria

Must Haves: Answers the prompt, includes details.

Amazing: Answer/response to the question uses vocabulary from the
course.

Action Pattern

1. Ask students to List, Write, Draw to answer the prompt.

2. Remind students that when they think that they are finished to reread and
add two more details.

Reflection

Ask students to reflect upon what they hope to learn about this
prompt/topic in this class.

Adapted from Bondie & Zusho, 2018

 ALL-ED Routine:
List, Write, Draw - Student Copy

Use this routine to help you:

Retrieve prior knowledge on a topic
Recording your thinking on a topic

Starting Positions

Think in your head about a question or a prompt. For example, “Think of a

time when you (related to the topic—maybe how you learned X or when
you were motivated by X).”
Your teacher may also supply alternative prompts for you to prepare
individually.

Criteria

Must Haves: Answers the prompt, includes details.

Amazing: Answer/response to the question uses vocabulary from the
course.

Action Pattern

1. You can choose to List, Write, or Draw to answer the prompt.

2. When you think that youare finished, reread what you put down on the
page and add two more details.

Reflection

Reflect upon what you hope to learn about this prompt/topic in this class.

Adapted from Bondie & Zusho, 2018

 ALL-ED Routine:
Domino Discover
Use this routine to help students:
Bring their own voice to classroom discussion
Listen carefully to peers' responses

Starting Positions

Individual students prepare responses to a question/prompt.

Criteria

Must Haves: Answers the prompt, includes details.

Amazing: Answer/response to the question uses vocabulary from the
course.

Action Pattern

1. Teacher identifies speaking order, individual air time, and a group reporter.
a. Teacher can assign absent students to be the last speaker in the
group in order to help them prepare their answers
2. “Add or repeat”—students can add new ideas or repeat another student.
This support students who may have difficulties coming up with their own
ideas or have missed previous classes.
3. Reporter gather group ideas and share with the class.

Reflection

Ask students to reflect upon whether and how their ideas have changed
after the routine.

Adapted from Bondie & Zusho, 2018

 ALL-ED Routine:
Domino Discover - Student Copy
Use this routine to help you:
Bring yout own voice to classroom discussion
Listen carefully to your peers' responses

Starting Positions

Prepare your responses individually to a question/prompt.

Criteria

Must Haves: Answers the prompt, includes details.

Amazing: Answer/response to the question uses vocabulary from the
course.

Action Pattern

1. Your teacher will identify speaking order, individual air time, and a group
reporter.
a. If you were absent for a previous class, be the last speaker in the
group in order and listen to your peers' response first to help you
prepare your answer
2. “Add or Repeat” -- each of you can add new ideas or repeat an idea from
another student. "Repeat" is especially helpful when you have difficulties
coming up with your own ideas or have missed previous classes. Try to
push yourself beyond what you have just heard from your peers.
3. The Reporter gathers group ideas and share with the class.

Reflection

Reflect upon whether and how your ideas have changed after the routine.

Adapted from Bondie & Zusho, 2018

 ALL-ED Routine:
Think, Talk, Open Exchange
Use this routine to help students:
review anything from key ideas to homework
instructions
develop spoken language skills

Starting Positions

Students individually prepare a response to a question/prompt.

The teacher assigns three students to each group with diverse
background knowledge and linguistic skills.

Criteria

Must Haves: Answers the prompt, includes details.

Amazing: Answer/response to the question uses vocabulary from the
course.

Action Pattern

1. Teacher identifies speaking order, individual air time, and a first speaker.
a. Teacher can assign absent students to be the last speaker in the
group in order to help them prepare their answers
2. “Add or repeat”—students can add new ideas or repeat another student.
This support students who may have difficulties coming up with their own
ideas or have missed previous classes.
3. "Point and repeat" - if a student was previously absent, they can point to a
peer in the group and ask them to repeat what s/he just said.
4. Think: after each person has shared, jot down questions, record
connections, patterns, and surprises, and take notes.

Reflection

Ask students to reflect upon whether and how their ideas have changed
after the routine.

Adapted from Bondie & Zusho, 2018

 ALL-ED Routine:
Think, Talk, Open Exchange -
Student Copy
Use this routine to help you:
review anything from key ideas to homework
instructions
develop your spoken language skills

Starting Positions

Start by individually prepare a response to a question/prompt.

Your teacher will put you in groups of three.

Criteria

Must Haves: Answers the prompt, includes details.

Amazing: Answer/response to the question uses vocabulary from the
course.

Action Pattern

1. Your teacher will identify speaking order, individual air time, and a first
speaker.
a. If you were absent for a previous class, be the last speaker in the
group in order to help you prepare their answers
2. “Add or repeat” — each of you can add new ideas or repeat what another
student said. This will help you if you have difficulties coming up with your
own ideas or have missed previous classes.
3. "Point and repeat" - if you were previously absent and just joined the
group, you can point to a peer in the group and ask them to repeat what
s/he just said.
4. Think: after each person has shared, jot down questions, record
connections, patterns, and surprises, and take notes.

Reflection

Ask students to reflect upon whether and how their ideas have changed
after the routine.

Adapted from Bondie & Zusho, 2018

 ALL-ED Routine:
Criteria Checklist
Use this routine to help students:
check the quality of their work
develop self-regulated learning

Starting Positions

Students bring a work-in-progress version of their assignment

Teachers supply the Quality Criteria of the assignment (e.g., a rubric)

Criteria

Must Haves: Students annotate their work using the "Must Have" criteria
Amazing: Students annotate their work using the "Amazing" criteria OR
plan with a partner on how they might work towards one "Amazing"
criteria

Action Pattern

1. Ask students to review their work underlining evidence of a specific

criteria.
2. Ask students to explain why their evidence meets or is working toward the
criteria.
3. Invite students to share their evidence and annotations of quality criteria
with peers.

Reflection

Ask students to reflect upon how they might improve upon their current
work and make a plan for future steps.

Adapted from Bondie & Zusho, 2018

 ALL-ED Routine:
Criteria Checklist - Student
Copy
Use this routine to help you:
check the quality of your work
develop self-regulated learning

Starting Positions

Bring a work-in-progress version of their assignment (e.g., essay, project,

etc)
Bring the Quality Criteria of the assignment (e.g., a rubric) to your class

Criteria

Must Haves: Annotate your work-in-progress using the "Must Have"

criteria
Amazing: Annotate your work-in-progress using the "Amazing" criteria OR
plan with a partner on how you might work towards one "Amazing" criteria

Action Pattern

1. Review your work; underlining evidence of a specific criteria.

2. Explain why the underlined evidence meets or is working toward the
criteria.
3. Share your evidence and annotations of quality criteria with your peers.

Reflection

Reflect upon how you might improve upon your current work and make a
plan for future steps in your assignment.

Adapted from Bondie & Zusho, 2018

 ALL-ED Routine:
Question, Answer, Practice,
Switch (QAPS)
Use this routine to help students:
promotes critical thinking and collaboration
can efficiently clarify confusions and build
confidence

Starting Positions

Students review their work in progress using the criteria checklist.

Divide students into groups of 2 - 3, with one as a tutor and the other as
learners.

Criteria

Must Haves: All learners leave the group able to work independently on
the task.
Amazing: Each group member, including the tutor, shares how the discus-
sion furthered their learning.

Action Pattern

1. Q: Learner asks questions and Teacher notes important questions.

2. A: Teacher answers questions and models the skill. Learner listens and
follows directions.
3. P: Learner practices and Teacher offers feedback.
4. S: Learner teaches the skill to Teacher. Teacher follows Learner’s
directions and offers feedback.
5. Repeat rounds with another problem until the learner feels ready to try the
task independently.

Reflection

Ask students to write down what they learned from QAPS on their
assignment before they begin completing it.

Adapted from Bondie & Zusho, 2018

 ALL-ED Routine:
Question, Answer, Practice,
Switch (QAPS) - Student Copy
Use this routine to help you:
promote critical thinking and collaboration
can efficiently clarify confusions and build
confidence
Starting Positions

Review your work in progress using the criteria checklist.

You will be divided into groups of 2s or 3s and will be assigned the role of
a Tutor/Teacher or Learner.

Criteria

Must Haves: You leave the group able to work independently on the task.
Amazing: Shares how the discussion furthered your learning in the group.

Action Pattern

1. Q: Learner asks questions and Teacher notes important questions.

2. A: Teacher answers questions and models the skill. Learner listens and
follows directions.
3. P: Learner practices and Teacher offers feedback.
4. S: Learner teaches the skill to Teacher. Teacher follows Learner’s
directions and offers feedback.
5. Repeat rounds with another problem until the learner feels ready to try the
task independently.

Reflection

Write down what you learned from QAPS on your assignment before you
begin completing it.

Adapted from Bondie & Zusho, 2018

 ALL-ED Routine:
Idea Carousel
Use this routine to help students:
generate responses and document ideas
connect to prior knowledge
track and reflect change in thinking
Starting Positions

Ask individuals to group by the topic or prompt that they have a response
for. Groups should be of four or fewer members.

Criteria

Must Haves: Responds to each chart as groups circulate around the room,
ensures each person in the group contributes to the response, answers
the question or prompt.
Amazing: Connects to a previous lesson or text, uses vocabulary from
unit, generates unusual ideas.

Action Pattern

1. Round One: Ask students to read the chart, check ideas that resonate with
them and add new ideas to the chart.
2. Round Two: Ask students to move to the next chart, read the chart and
add new ideas to the chart. They also Star three important ideas or
questions that they would like to discuss.
3. Round Three: Ask students to move to the next chart, read the chart and
add new ideas to the chart. They also Circle one most important idea.
4. Round 4: Ask students to continue around the room, just viewing the
remaining charts until the students arrive back at their starting place.

Reflection

Ask students to return to their first chart to notice the changes. Students
may place an exclamation point next to things that surprise them. Also, ask
them to discuss the patterns and differences they observed in the charts.
Ask students to write down their learning and answer one of the initial
questions or topic prompts.

Adapted from Bondie & Zusho, 2018

 ALL-ED Routine:
Idea Carousel - Student Copy
Use this routine to help you:
generate responses and document ideas
connect to prior knowledge
track and reflect change in thinking
Starting Positions

Ask individuals to group by the topic or prompt that they have a response
for. Groups should be of four or fewer members.

Criteria

Must Haves: Respond to each chart, as groups circulate around the room,
ensure each person in the group contributes to the response, answers the
question or prompt.
Amazing: Connect to a previous lesson or text, use vocabulary from the
unit, generate unusual ideas.

Action Pattern

1. Round One: Read the chart, check ideas that resonate with you and add
new ideas to the chart.
2. Round Two: Move to the next chart, read the chart and add new ideas to
the chart. Also, Star three important ideas or questions that you would like
to discuss.
3. Round Three: Again move to the next chart, read the chart and add new
ideas to it. This time Circle one most important idea.
4. Round 4: Ask students to continue around the room, just viewing the
remaining charts until the students arrive back at their starting place.

Reflection

Return to your first chart to notice the changes. You may place an
exclamation point next to things that surprise you. Also, discuss the
patterns and differences you observed in the chart.
Individually write down your learning and answer one of the initial questions
or topic prompts.

Adapted from Bondie & Zusho, 2018

 ALL-ED Routine:
Show & Share
Use this routine to help students:
gain clarity on the assignment from viewing
the work and ideas of others

Starting Positions

Individuals consider a response to a question. You may use the List, Write,
Draw routine.

Criteria

Must Haves: Uses the word because, explains with detail, includes a visual
representation of ideas.
Amazing: Makes connection to previous unit or world, uses vocabulary
from the word wall.

Action Pattern

1. State a reason for looking at each other’s work. To notice patterns and
differences, or to add two new ideas (Plus two) to their work based on the
ideas of others, or spark questions based on observation.
2. Ask the students that on the count of three, they will show their work to
their peers in silence. During the Show and Share, there is no talking, just
looking for the purpose stated in Step 1.

Reflection

Ask students to return to individual work to make a revision or compose a

question.
Allow students to share their learning from the Show and Share at their table
or with an assigned elbow partner.
Adjust instruction based on your observations of student work from the
Show and Share.

Adapted from Bondie & Zusho, 2018

 ALL-ED Routine:
Show & Share - Student Copy
Use this routine to help you:
gain clarity on the assignment from viewing
the work and ideas of others

Starting Positions

Individually you consider a response to a question. You may use the List,
Write, Draw routine.

Criteria

Must Haves: Use the word because, explains with detail, including a visual
representation of ideas.
Amazing: Make a connection to previous unit or world, use vocabulary
from the word wall.

Action Pattern

1. The teacher will state a reason for looking at each other’s work. For
example, to notice patterns and differences, or to add two new ideas (plus
two) to your work based on the ideas of others, or spark questions based
on observation.
2. On the count of three, you will show your work to your peers in silence.
During the Show and Share, there is no talking, just looking for the purpose
stated in Step 1.
Reflection

Return to individual work to make a revision or compose a question.

Share your learning from the Show and Share at your table or with an
assigned elbow partner.

Adapted from Bondie & Zusho, 2018

 ALL-ED Routine:
Sort & Post (or Place)
Use this routine to help students:
develop autonomy and gain confidence as
learners
to think about their response and help others

Starting Positions

Students complete a response to a question or a self-reflection on their

learning using criteria checklist.

Criteria

Must Haves: Answers the question, explains placement into the category.
Amazing: Uses vocabulary words from the word wall, makes a connection
to a class activity, reading, or comment spoken by another student.

Action Pattern

1. Place categories or topics on columns on chart paper or label desks.

2. Ask students to sort their responses by placing or posting their response
in the most appropriate category.
3. Ask the students to also pay attention to each others placement or work.

Reflection

Ask students to make observations about what this sort might mean for our
class and themselves.
Adjust instruction based on student responses by forming groups or pro-
viding targeted instruction based on the student response.

Adapted from Bondie & Zusho, 2018

 ALL-ED Routine:
Sort & Post (or Place) - Student
Copy
Use this routine to help you:
develop autonomy and gain confidence as
learners
to think about your response
Starting Positions

Complete a response to a question or a self-reflection on your learning

using criteria checklist.

Criteria

Must Haves: Answers the question, explains placement into the category.
Amazing: Use vocabulary words from the word wall, make a connection to
a class activity, reading, or comment spoken by another student.

Action Pattern

1. Sort your responses by placing or posting your response in the most

appropriate category or topic provided in the chart by the teacher.
2. Also pay attention to each others placement or work.

Reflection

Make observations about what this sort might mean for your class and you.

Adapted from Bondie & Zusho, 2018

 ALL-ED Routine:
Elbow Exchange
Use this routine to help students:
to clarify and consolidate thinking by making
meaningful connections
get immediate feedback

Starting Positions (Individually to groups)

Individually: Ask students to jot down an initial answer to the question or

prepare to share your thinking in a brief informal way.
Groups: Assigns students an elbow partner.

Criteria

Must Haves: Answer/response must include the word “because.”

Amazing: Uses vocabulary from our word wall.

Action Pattern

1. State the purpose or reason for listening during the exchange.

2. Ask students to turn to an elbow partner.
3. Give students a minute or two to exchange an idea or question.
4. Switch roles.

Reflection

Allow the partners to have an “open exchange” or regular conversation to

discuss similarities and differences that were heard.
Remind students that open exchange is a discussion where the ideas or
questions are like gifts; everyone should be sure to give one and receive one
in the allotted amount of time.

Adapted from Bondie & Zusho, 2018

 ALL-ED Routine:
Elbow Exchange - Student Copy
Use this routine to help you:
to clarify and consolidate your thinking by
making meaningful connections
get immediate feedback
Starting Positions

Individually: Jot down an initial answer to the question or prepare to share

your thinking in a brief informal way.
Groups: You will be assigned your elbow partner.

Criteria

Must Haves: Answer/response must include the word “because.”

Amazing: Uses vocabulary from our word wall.

Action Pattern

1. The teacher will state the purpose or reason for listening during the
exchange along with assigning roles.
2. Turn to an elbow partner keeping the purpose stated in mind.
3. Each of you will get a minute or two to exchange an idea or question.
4. Once the first exchange is over switch the roles.

Reflection

In the “open exchange” or regular conversation discuss similarities and

differences that were heard.
Remember that open exchange is a discussion where the ideas or
questions are like gifts; everyone should be sure to give one and receive one
in the allotted amount of time.

Adapted from Bondie & Zusho, 2018