2. Brainstorming ways to engage students with texts in ... ?· Web viewTCH 306 Session 10—Literacy…

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TCH 306 Session 10Literacy Strategies in Schools 22

5:30-6:15

1. BLL Ch. 9Consolidating and Reconnecting

6:15-7:15

2. Brainstorming ways consolidate and reconnect after engaging with a text

7:25-7:50

3. BLL Ch. 10Extending and Reflecting

7:50-8:20

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 studentsTo bridge the gap between academic texts and literacies and adolescent texts and literacies

1. BLL Ch. 7Activating and Connecting students to content

Approach

Synopsis

Example class activity

Magic Squares

Match definitions to concepts, then solve a puzzle

See Example

Somebody Wanted But So

Identifies who is involved

Describes their motivation

Explains problems they face

States action the person took

Somebody

Wanted

But

So

Found Poetry

Students 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 statement

2. Students write summary of second statement, until paragraph summary is created

List-Group-Label

1. identify words important to topic

2. Students then group to confer

3. 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 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

Replicate Demo

Students replicate a demonstration

Sound Bite

15 to 30 second statement that captures essence of text

Cubing

Roll a dice, respond to 1 of six questions, perhaps related to Blooms 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. 10Monitoring and CheckingAssisting students who are engaged with a text

Approach

Synopsis

Example Class Activity

SPAWN

1. Special Powers

2. Problem Solving

3. Alternative Viewpoints

4. What if?

5. Next

RAFT

Role

Audience

Format

Topic

DISCUSSIONS

SUBTYPES BELOW

Socratic Circles

1. Inner circle discusses text

2. 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

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 text

2. 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

Magic Square Example

Powwow at the End of the World

Sherman 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.

Check those factsArticle

Fact-Check--WaPo reports that no, March for Our Lives wasn't mostly teens

Glenn Beck

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.

Glenns take:

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.

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