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5:30-6:15 1. BLL Ch. 9—Consolidating and Reconnecting6:15-7:15 2. Brainstorming ways consolidate and reconnect after engaging with a text7:25-7:50 3. BLL Ch. 10—Extending and Reflecting7:50-8:20 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 students—To bridge the gap between academic texts and literacies and adolescent texts and literacies

1. BLL Ch. 7—Activating and Connecting students to contentApproach Synopsis Example class activity

Magic SquaresMatch definitions to concepts, then solve a puzzle

See Example

Somebody Wanted But So

Identifies who is involvedDescribes their motivationExplains problems they faceStates action the person took

Somebody Wanted But So

Found PoetryStudents select key words, then rearranges them in poetic form

Concept Maps Graphic organization of concepts or vocabulary

GIST (Generating Interactions

Between Schema and Texts)

1. Students write summary of a statement2. Students write summary of second statement, until paragraph summary is

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Approach Synopsis Example class activitycreated

List-Group-Label

1. identify words important to topic2. Students then group to confer3. Label and categorize

Important words Categories

Jot Chart Compares different concepts

Push Factors Pull Factors

Irish immigration

Vietnamese immigration

Syrian Immigration

Zooming In and Out

1. students identify important an unimportant

information about a concept

2. Describe similar concepts

See example

ReQuest

Teacher models questioning, then

students take on role, moving from lower to

higher order…

Three questions:1. 2. 3.

REAP (Read, Encode,

Annotate, Ponder)

1. Students read2. Students record main

ideas3. 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 don’t you like? Why?What do you love? Why?What are your dreams?

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Approach Synopsis Example class activity

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

Replicate Demo Students replicate a demonstration

Sound Bite15 to 30 second

statement that captures essence of text

Cubing

Roll a dice, respond to 1 of six questions, perhaps related to

Bloom’s taxonomy

3-2-1 Strategy

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. 10—Monitoring and Checking—Assisting students who are engaged with a text

Approach Synopsis Example Class ActivitySPAWN 1. Special Powers

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Approach Synopsis Example Class Activity2. Problem Solving

3. Alternative Viewpoints4. What if?

5. Next

RAFT

RoleAudienceFormatTopic

DISCUSSIONS SUBTYPES BELOW

Socratic Circles 1. Inner circle discusses text2. outer circle analyzes inner circle

Fishbowl Discussions

Small group, analyzed by larger group, with open chair available

Backchanneling Employing a parallel discussion on some other platform

Collaborative Reasoning

Small groups must create opinions on topics

Alternative Consequences Analyzes choices made by others

Discussion Web Brainstorming reasons for and against a concept

Reasons for School uniforms should be mandatory for all public schools in the United States

Reasons against

Group Consensus

Performance Response

Students craft performance based upon text (ex. tableau)

Plain English Breaking down and restating in simpler terms

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Approach Synopsis Example Class Activity

Blogging Using internet to craft, share, and respond to text

Propaganda Campaigns

Take a stance and work to convince others

Social Action/Inquiry

Crafting a project or plan based upon concepts from a text

Check Those Facts

1. Select facts from a text2. Use resources to verify those facts

See sample below

I-Search

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

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Magic Square Example

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Powwow at the End of the WorldSherman Alexie

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.

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Check those facts—ArticleFact-Check--WaPo reports that no, March for Our Lives wasn't mostly teensGlenn Beck

What’s 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 what’s 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.Glenn’s take: “It was 90 percent [older people] and you never saw that represented on TV. You’ve 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.