1. Active Participation Strategies: One Question, One Comment with ABCD and RSQC2
Content provided by Explicit Instruction- Dr. Anita Archer– Edited and summarized by Leah Jefferson.

2. One Question and One Comment with ABCD
Students are assigned a section/paragraph/passage to read.
While reading this section/paragraph/passage, students are to generate one question and one comment from the reading that he/she writes down (paper/post-it).
You may want them to do this for each section/paragraph/ passage.
Students are then lettered off (ABCD [you may even do EF if you have a large class]) until all students have been given a letter distinction.
When students are in their ABCD groups, Each student shares his/her one question and one comment.
As each student in the group shares, others in the group either answer the question asked by the student and/or adds or responds to the comment presented or both. You may want to use the next two Discussion starter slides for your students’ guidance.

3. Discussion sentence starters Adapted from presentation by Kate Kinsella, Ph.D.
Agreeing My idea is similar to __________ idea. I think____________. My ideas expand on _________ idea. I think ____________. I agree with ___________ and want to add_______________. Disagreeing I don’t agree with __________ because ________________. I have a different perspective from _______. I think________. My views are different from ____________. I believe______.

4. Discussion sentence starters Adapted from presentation by Kate Kinsella, Ph.D.
Clarifying Will you please explain _________________________. What did you mean when you stated ______________. Could you please clarify your idea for me. Paraphrasing What I hear you saying is ________________________. So you believe ________________________________.

5. One Question and One Comment with ABCD
Each group member states his/her question and comment, as well as, listens and responds to others.
If there are multiple sections/paragraphs/passages, students may not all choose the same sections/ paragraphs/passages to share their question and/or comment.
Each group then collaborates on the best question (critical, thought provoking, wow) and best comment (didn’t think of it that way or what about this) and writes it down (post-it or paper) and gives it to the teacher or puts it in the designated area. (or more for multiple)
Teacher then shares each groups’ question and comment for whole class discussion.

6. What do you think you will need to consider/do/think about when utilizing this strategy?…

7. RSQC2
In two minutes, students recall and list, in rank order, the most important ideas from a previous day’s class. (or they can rank after listing, if needed)
In two more minutes, they summarize those points in a single sentence.
Then, the students write one major question they want answered.
Lastly, they identify a thread or theme to connect this material to the target/essential question/or course’s major goal.

8. What do you think you will need to consider/do/think about when utilizing this strategy?…

9. Written Responses Benefits
Promote rehearsal of information
Check for Understanding
Allows teacher to determine if any necessary adjustments need to be made to the current lesson.
In the end, which of these active participation procedures you select is less important than OFFERING a large number of opportunities to respond and keeping ALL students involved
To truly be effective, instruction MUST be interactive.
This constant involvement not only improves learning, but also reduces management problems and makes instruction more enjoyable for both students and teacher.

10. Two Questions and Two Comments
Bonus!
Two Questions and Two Comments
Author: JoAnn Williams
After students read a passage/article/section/chapter, students should proceed with two questions:
Was what happened good or bad?
Why was it good or bad?
Students reflect (in writing, if desired) at their desk.
Students share to partner their reflections.
Teacher walks and monitors student responses taking notes of key items to share with group.
Next, students reflect on two comments:
The main character/author/etc. learned that he or she should could or should?
We (you) learned that we (you) could or should?

11. Summing it up
I intend to use the following active participation procedures: