Teacher Commentary 
Here are a few notes on partnerships. When first starting out in the year, students need more explicit instructions about how to share their thinking in partnerships. Students will also need refreshers throughout the year, so this work is ongoing. You might want to write detailed directions on the board and use a timer. For example,

• Partner A shares two thoughts aloud. Partner B listens attentively. (60 seconds)
• Partner B asks one clarifying question. For example, “How did that help you understand the reading?” or “Did you find an answer to your question?” Student A answers. (30 seconds)
• Switch. (90 seconds)
• Talk together and choose two ideas you’d be willing to share with the class. (30 seconds)

These are meant to be quick reminders for the teacher and student as to what should take place during this partner time. It can be helpful for the teacher to guide which partner should share first to help jump start the talking. When possible, teachers should be roaming around the student partnerships and listening in on conversations for potential bits to share with the class. This helps to manage your classroom and helps you gauge your students’ roadblocks and understandings. It is an opportunity for you to formatively assess.

Creating partnerships can help structure this time and provide additional student motivation. Each section of this module requires partner-talk time. However, talking to the same partner can be repetitive for students and lead to off-task behavior. One strategy we use is to create Clock Appointments. Students are given a paper with a drawing of a clock with four times & slots (12:00, 3:00, 6:00, & 9:00). We give them 3-4 minutes to move around the room, and sign up a different partner for each slot. When students have filled in all four slots, we ask them to sit down to signal they’ve finished. You can also change this up by using academic vocabulary related to this module. For example, instead of clock slots, students can find a monarch, lord, knight and serf partners. Having the pre-arranged partners allows you to change the partnerships quickly. For example, “Meet with your 3:00 (or knight) partners and talk about…” Designate a a central location for students who have empty slots to meet so that you can help them pair up and fill in their slot. Students who have absent partners go to this same designated spot and temporarily pair up with help from the teacher.

Another strategy is to use scores or what you know about students to create strategic partnerships in advance. Remind students to be respectful when unveiling your created partnerships.