TCH 306 Session 10Literacy Strategies in Schools 22
1. BLL Ch. 9Consolidating and Reconnecting
2. Brainstorming ways consolidate and reconnect after engaging with a text
3. BLL Ch. 10Extending and Reflecting
4. Brainstorming ways to extend and reflect after engaging with a text
Our goal tonight is to explore strategies that make texts more accessible to our studentsTo bridge the gap between academic texts and literacies and adolescent texts and literacies
1. BLL Ch. 7Activating and Connecting students to content
Example class activity
Match definitions to concepts, then solve a puzzle
Somebody Wanted But So
Identifies who is involved
Describes their motivation
Explains problems they face
States action the person took
Students select key words, then rearranges them in poetic form
Graphic organization of concepts or vocabulary
GIST (Generating Interactions Between Schema and Texts)
1. Students write summary of a statement
2. Students write summary of second statement, until paragraph summary is created
1. identify words important to topic
2. Students then group to confer
3. Label and categorize
Compares different concepts
Zooming In and Out
1. students identify important an unimportant information about a concept
2. Describe similar concepts
Teacher models questioning, then students take on role, moving from lower to higher order
REAP (Read, Encode, Annotate, Ponder)
1. Students read
2. Students record main ideas
3. Annotate text
4. Reflect on the text, making personal connections
Interview a Word
1. Students take on role of a word
2. Students interview one another, to guess the word
Who are your relatives?
Would you ever hurt anyone? Who? Why?
Are you useful? What is your purpose?
What dont you like? Why?
What do you love? Why?
What are your dreams?
10 most important words
Students select and rank the most important words of a text
Powwow at the End of the World: 10 most important words
Students replicate a demonstration
15 to 30 second statement that captures essence of text
Roll a dice, respond to 1 of six questions, perhaps related to Blooms taxonomy
Identify 3 things you learned
What 2 concepts were most interesting
What is 1 question you still have?
Commit and toss
Open ended question.
Toss wadded response to another student, repeatedly responding to one another
2. Brainstorming ways to engage students with texts in your classroom
3. BLL Ch. 10Monitoring and CheckingAssisting students who are engaged with a text
Example Class Activity
1. Special Powers
2. Problem Solving
3. Alternative Viewpoints
4. What if?
1. Inner circle discusses text
2. outer circle analyzes inner circle
Small group, analyzed by larger group, with open chair available
Employing a parallel discussion on some other platform
Small groups must create opinions on topics
Analyzes choices made by others
Brainstorming reasons for and against a concept
School uniforms should be mandatory for all public schools in the United States
Students craft performance based upon text (ex. tableau)
Breaking down and restating in simpler terms
Using internet to craft, share, and respond to text
Take a stance and work to convince others
Crafting a project or plan based upon concepts from a text
Check Those Facts
1. Select facts from a text
2. Use resources to verify those facts
See sample below
1. Select a concept from a text that is interesting
2. focus on why the concept is interesting to the student
4. Brainstorming ways to monitor and check students with texts in your classroom
Magic Square Example
Powwow at the End of the World
I am told by many of you that I must forgive and so I shall
after an Indian woman puts her shoulder to the Grand Coulee Dam
and topples it. I am told by many of you that I must forgive
and so I shall after the floodwaters burst each successive dam
downriver from the Grand Coulee. I am told by many of you
that I must forgive and so I shall after the floodwaters find
their way to the mouth of the Columbia River as it enters the Pacific
and causes all of it to rise. I am told by many of you that I must forgive
and so I shall after the first drop of floodwater is swallowed by that salmon
waiting in the Pacific. I am told by many of you that I must forgive and so I shall
after that salmon swims upstream, through the mouth of the Columbia
and then past the flooded cities, broken dams and abandoned reactors
of Hanford. I am told by many of you that I must forgive and so I shall
after that salmon swims through the mouth of the Spokane River
as it meets the Columbia, then upstream, until it arrives
in the shallows of a secret bay on the reservation where I wait alone.
I am told by many of you that I must forgive and so I shall after
that salmon leaps into the night air above the water, throws
a lightning bolt at the brush near my feet, and starts the fire
which will lead all of the lost Indians home. I am told
by many of you that I must forgive and so I shall
after we Indians have gathered around the fire with that salmon
who has three stories it must tell before sunrise: one story will teach us
how to pray; another story will make us laugh for hours;
the third story will give us reason to dance. I am told by many
of you that I must forgive and so I shall when I am dancing
with my tribe during the powwow at the end of the world.
Check those factsArticle
Fact-Check--WaPo reports that no, March for Our Lives wasn't mostly teens
Whats going on? The media narrative is wrong again. Based on survey research from the March for Our Lives, the Washington Post says the crowd of anti-gun protesters was not mostly young people:
Contrary to whats been reported in many media accounts, the D.C. March for Our Lives crowd was not primarily made up of teenagers. Only about 10 percent of the participants were under 18.
Despite the perception that teens are leading this push for gun control, the average adult in the March for Our Lives crowd was around 49 years old.
How did the researchers collect their data?
The research team uses a system of going through the crowd to sample every fifth person at certain increments with the event area. For the March for Our Lives, the researchers collected information from 256 randomly selected people.
It was 90 percent [older people] and you never saw that represented on TV. Youve only seen the young people, Glenn said. How do you shoot around an audience that is 90 percent middle-aged?
Extreme desire to message something in a specific way, Stu returned.