Cameron Carter from Columbus, OH! So HAPPY and EXCITED to connect with all of you! I teach second grade and am your @ncte Elementary Lead Ambassador! #G2Great
Cameron Carter from Columbus, OH! So HAPPY and EXCITED to connect with all of you! I teach second grade and am your @ncte Elementary Lead Ambassador! #G2Great
I thought I would respond to the questions tonight using my current read (Leonardo diVinci) to examine myself as a reader. Hope that's okay! :) #G2Great
Hey everyone! Trevor, art teacher from NJ. Love using comprehension strategies to help students make meaning of artworks and illustrations. Looking forward to hearing or of your thoughts & ideas. #g2great#artofcomp#k12artchat
A1. If we truly want students who can understand at deep levels, who are engaged with the text, and build knowledge, we must give them CHOICE in what they read and TIME to actually read. #G2Great
Hey everyone! Trevor, art teacher from NJ. Love using comprehension strategies to help students make meaning of artworks and illustrations. Looking forward to hearing or of your thoughts & ideas. #g2great#artofcomp#k12artchat
6:35 A1 #G2Great When readers actively use comprehension strategies they have a better shot at understanding. They engage more and build knowledge, which researcher Gina Cervetti says is the next frontier in comprehension instruction.
A1: As I read my daVinci book, I'm finding myself Connecting to my background experience visiting Italy and the museums that house his work and Questioning what I thought I knew about him. #G2Great
Paul W. Hankins in southern Indiana (across the bridge from Louisville, KY). Happy to be here with you and the guests tonight. . .wow. . .who would want to miss this. It's the best, free, PD of and for the day. Looking forward to learning with you in the next hour! #g2great
#g2great A1 Purpose, I think is something that can be profoundly personal upon the choice given Ss to select a text that speaks to them. Comprehension strategies allow readers to access and interact with text in ways that move them, they make the invisible visible.
A1: Providing students with comprehension strategies to support them in knowing what to attend to, question, and how to organize their thinking helps them read with intention and get more from their reading. #G2Great
A1 Comprehension strategies get students in touch with their thinking voice so instead of the words they read just washing over their brain, those words sink in a bit, mix around, and new ideas are created! #G2Great
A1 Comprehension is the umbrella under which all else falls. Hyper fixating on decoding w/o understanding is at the expense of meaning-making. #G2Great
6:37 A1 #G2Great We often say that where teaching is involved, we canβt be too explicit. The gradual release of responsibility approach has stood the test of time and is the foundation of #Strats3 lessons: connect and engage, model, guide, practice and share.
A1 If we read with purpose, then we must be trying to understand something. Whether it be understanding our own story, context, writing style, powerful words. Always plan the purpose, show the depth and the fun in reading with students. #g2great
Q1: When readers are passively reading, they aren't fully engaged with the text and comprehension falters. When readers use comprehension strategies, they are able to think about what they are reading and how it will impact their understanding of the text. #G2Great
A1: Comprehension is built by having students become INTERESTED in texts, which leads to more volume of reading, which in turn leads to building comprehension! Encourage students to always SHARE about what they are reading to build comp skills! #g2great
Faige sub teacher in Los Angeles. Main focus has been in early childhood ed and kinders. Comprehension first with read alouds. Teacher reads, encourage kids to discuss. #G2Great
A1 For me, I see comprehension strategies as a way to empower the reader. If they feel empowered, they read with a critical and inquisitive eye that inspires thought and conversation. #G2Great
#G2great A1 We need to be thinking intensive readers, listeners and viewers. kids need to know that whatever they are doing, they need to be thinking first and foremost
A1: I can't think of anything I find more annoying than doing something I don't understand. Comprehension strategies bring that understanding and with it a purpose for reading #g2great
A1 "Reading is thinking" about the text and about how we arrived at our understanding. Figure 1.1 (p 7) is key...information βΆοΈ thinking βΆοΈ understanding. #g2great
A1. The strategies help readers comprehend text by doing things that they already do to comprehend their world outside of text -- if that makes sense??#g2great
#G2Great A1 Comprehension strategies are empowering for sure. Kids have the power to turn information into knowledge and they do so by thinking about that information.
A1 When we teach strategies in the service of both comprehension and independence, we support Ss in setting and attaining their own purposes for reading. #G2Great
@CotsenAoT@colleen_cruz#tcrwp#G2Great Just finished facilitating a Westside Network RW WW Thank you Colleen for introducing Maker Space so I could share. Thank you Cotsen for supporting our network.
#G2great A1 We need to be thinking intensive readers, listeners and viewers. kids need to know that whatever they are doing, they need to be thinking first and foremost
A1 Comprehension strategies allow us to make children privy to the in-the-head thinking that takes place in the heat of meaningful experiences. #G2Great
A2: As I read daVinci, I'm finding myself filling in missing gaps by exploring additional research online. I wanted to see some additional photos of where he's from, so I engaged in some digital literacy and visual literacy to find this. #G2Great
A1: Kids seem locked into the "Yay you finished the book" mindset we inspire when we cheer toddler readers. Comp strategies forge a new mindset for reading. #G2Great
A1: Self-Talk is so important to me when I sense that I am beginning to skim vs. scan material. I have to tell myself, "I need to stop or return to this portion later." It's an effective "fix-it" for me as a reader. But, this is missed by students looking to "finish." #g2great
Readers need a purpose - reading for pleasure, searching for information, analyzing perspective - purpose provides context and supports success #g2great
A1 Comprehension strategies give Ss vehicle to transfer their learning to independent practices/processes. Critical for Ss to know when, why to employ specific strategies. #g2great
A2. Ss need to be thinking whenever they read, write, talk, listen or view. We do not open up the cranium and pour knowledge in. Ss must be actively constructing meaning which involves thinking about how the new info fits with the old, ?, patterns. #G2Great 7:41
A1 For me, I see comprehension strategies as a way to empower the reader. If they feel empowered, they read with a critical and inquisitive eye that inspires thought and conversation. #G2Great
A1 Comprehension strategies provide a compass to help students explore written and visual texts. A great teacher acts as a guide as well as a fellow explorer on this journey. #g2great
A2 #G2Great Strategies are tools for understanding. We don't teach strategies for strategies sake. It is not about being the best visualizer in the room. We teach kids to use them flexibly as needed to make meaning.
A2. Reading is strategic when Ss can monitor their comprehension. Is it working? Not? β¦ How to fix up? This leads to independence & transfer. Both necessary for deep understanding. Also requires thinking so hard to separate from Thinking. #G2Great 7:42
#G2great A1 We need to be thinking intensive readers, listeners and viewers. kids need to know that whatever they are doing, they need to be thinking first and foremost
A2: Comprehension is hard to physically observe. It takes place in the brain as the neural networks are being built. A knowledgeable teacher will BUILD those neural networks by having students read slightly challenging texts with teacher support! #G2Great
A2: Important things to keep in mind: model, model, model. Too much βexpectingβ and not enough modeling. Demonstrate what active comprehension looks like #G2Great
#G2Great I think one very interesting notion when it comes to comprehension is that when kids are really thinking, they are so much more engaged in their reading and they are more likely to build knowledge which is one major purpose for reading
A2: I think one thing to keep in mind is the changing literacy world. When Ss are bombarded with information they need to skills to understand what is "worth" digging deeper into. Strategies that help them sort through it all are more important than ever #g2great
#G2great A1 We need to be thinking intensive readers, listeners and viewers. kids need to know that whatever they are doing, they need to be thinking first and foremost
A2: These strategies--like other elements of instruction--are good for the model and the think-aloud. Not because it's what we do in the room but it because it what we do as readers. In and outside of the room. What student-readers become adult-readers will still do. #g2great
A2 #G2Great Strategies are tools for understanding. We don't teach strategies for strategies sake. It is not about being the best visualizer in the room. We teach kids to use them flexibly as needed to make meaning.
A2: These strategies--like other elements of instruction--are good for the model and the think-aloud. Not because it's what we do in the room but it because it what we do as readers. In and outside of the room. What student-readers become adult-readers will still do. #g2great
Certainly vital to understand what you read. Comprehension is empowerment. Once you understand, you can enjoy what you are reading all the more. #g2great
A2 Itβs important to realize the PURPOSE of strategies. They arenβt there to strangle the texts and ruin the love for reading. Theyβre there to support the most important piece, the reader. #G2Great
A2 Teaching comprehension strategies = guiding students in building a toolbox. Then they know how to use those tools and choose the right one when the moment calls for it! #empoweredreaders#G2Great
#G2Great A2 We as Ts need to make our thinking visible and model for Ss what it looks like and sounds like to use the different strategies to make sense of our reading.
6:45 A2 #G2Great We teach kids a repertoire of strategies to use, depending on their purposes for reading. Readers infer and ask questions to glean meaning from an ambiguous text. Determining importance and synthesizing top the list of strategies for remembering information.
Comprehension strategies apply to all sources of information - traditional books, digital texts, movies, news clips, magazines, podcasts - powerful & versatile strategies can be utilized in many contexts so we need to be sure to teach this type of transfer. #G2Great
A2 As we use comprehension strategies,we always have to be questioning, reflecting, analyzing what we read, especially in the digital world. Look at facts, point of view, authors, try to see what the purpose is. Always question what you see. #g2great
#G2great A2 Strategies are not an end in themselves, they are a means to engagement, understanding and knowledge building. They are tools to make meaning
I totally agree! Ss should be armed with the strategies needed to sort out the "meat" from the "noise" in any text, especially in today's world of digital literacy. #G2Great#LitBankStreet
A2: I think one thing to keep in mind is the changing literacy world. When Ss are bombarded with information they need to skills to understand what is "worth" digging deeper into. Strategies that help them sort through it all are more important than ever #g2great
A2: As I read daVinci, I'm finding myself filling in missing gaps by exploring additional research online. I wanted to see some additional photos of where he's from, so I engaged in some digital literacy and visual literacy to find this. #G2Great
A2 #G2Great Comprehension monitoring is crucial for kids to navigate the distractions in internet reading. Determining importance is critical as they make sense of content. We use these strategies flexibly and recursively with PodCasts, audio books etc.as well as with devices.
#g2great Important to keep in mind the readers needs not to teach strategies to teach strategies but rather for Ss use independently while engaged with complex text
#G2Great A2 Important to make thinking visible in all sorts of ways, through turn and talks, anchor charts, annotations etc. So kids can hold their thinking and just as importantly we can see and hear it.
A1: @ReadDRjwilhelm said,"The biggest problem with rdg inst is we don't teach rdg beyond decoding...data on clsrm instruction indicates that Ts rarely ever actually teach rdg beyond 2nd gr &rdg is WAY more complicated than almost anyone seems to think."Strats help w this #g2great
A2 #G2Great Strategies are tools for understanding. We don't teach strategies for strategies sake. It is not about being the best visualizer in the room. We teach kids to use them flexibly as needed to make meaning.
A2 Comprehension strategies can be used when exploring all types of texts, books, illustrations, plays, movies, tv shows. Viewing visual texts like artwork is a great way to support non-readers and striving readers to engage comprehension strategies #g2great
A3. For βthinking-intensive readingβ Ss MUST be able to choose their own books and set their own pace. Student led book clubs, seminars, or mini-lessons so Ss model their thinking for EACH other! #G2Great
And sometimes asking βwhat do you think the author meant by thatβ can get Sts to delve into meaning that comes from within their heart, lives (F or NF) #G2Great
This was the time Stephanie Harvey responded to a thought that I had that was inspired by her work in the first place. This is among those great memories. Like meeting Judy Blume great. #g2great
A2: These strategies--like other elements of instruction--are good for the model and the think-aloud. Not because it's what we do in the room but it because it what we do as readers. In and outside of the room. What student-readers become adult-readers will still do. #g2great
#g2great A2 I couldn't find the comic I wanted to attach but it's basically about teaching strategies for strategies sake and essentially missing the purpose when we ask students to demonstrate their understanding of isolated strategies absent of actual context.
#G2Great A2 When it comes to complex text, we need strategies more than every. We use strats automatically in accessible text but we need to use them deliberately in complex text to make sense.
6:49 A3 #G2Great Effective strategy instruction relies on interaction and collaboration. Kids need to process information, talk to each other, engage in thoughtful discussion and respond in a variety of ways to construct meaning as well as use strategies.
A2: Always want strategies to support developing the enduring understandings that help us understand people, past, and stories & apply to today #G2Great
A2: I'm helping Ss to understand and practice them so they'll have better agency with them to be flexible and choose what's going to help them at any point in time with the text in front of them. #g2great
A1: @ReadDRjwilhelm said,"The biggest problem with rdg inst is we don't teach rdg beyond decoding...data on clsrm instruction indicates that Ts rarely ever actually teach rdg beyond 2nd gr &rdg is WAY more complicated than almost anyone seems to think."Strats help w this #g2great
Reading Specialist from MD- A1: Comp. Strategies help readers transact with the text- bringing their thinking & either changing or confirming it. #G2Great
Power word- ENTHUSIASM! #g2great When Ss see your enthusiasm towards reading, they pick up on it and embrace it. Enthusiastic readers build enthusiastic learners. Enthusiasm- where amazing happens!
A2: Learning to recognize perspective & spin is essential for Ss who are using digital media sources - empowering Ss to not only seek answers to their questions, but to question their sources! #g2great
A3: I think active literacy comes from finding books that 1) I'm interested in reading and/or fulfill a purpose, 2) reading them, and 3) talking about them with others. I think discussion about books cements our comprehension of them. #G2Great
A2: YES! And is important to notice and name the thinking when it happens across the day,content areas, etc. Ss who can't access understanding through text can often access and demonstrate understanding when viewing. #G2Great
A2 Comprehension strategies can be used when exploring all types of texts, books, illustrations, plays, movies, tv shows. Viewing visual texts like artwork is a great way to support non-readers and striving readers to engage comprehension strategies #g2great
#g2great A2 I couldn't find the comic I wanted to attach but it's basically about teaching strategies for strategies sake and essentially missing the purpose when we ask students to demonstrate their understanding of isolated strategies absent of actual context.
#G2great A2 It is all about moving toward independence and agency. You cannot be agentive if you are not strategic. Peter Johnston writes all about this in his agency chapter in Choice Words
A2: I'm helping Ss to understand and practice them so they'll have better agency with them to be flexible and choose what's going to help them at any point in time with the text in front of them. #g2great
A3 To me, active literacy is all about having the kids involved in their reading, analyzing, reflecting, deepening knowledge and competencies is about giving them ownership over learning, autonomy and decisions. Let them discover the fun in learning. #g2great
A3: Active literacy could include finding connections to texts when you're out in the real world. The texts help you understand what you're seeing. #G2Great#LitBankStreet
Top two favorite ways to bring active literacy into the classroom: book clubs and text based debates. Any opportunity to get kids talking about their reading in authentic, autonomous ways supports this. #G2Great
A3 I want to say when the interaction with text becomes more than just looking at the words on the page. The questioning the challenging ideas put before us. Taking our understanding and creating more from it. #g2great
A3 Active literacy is the magic of reading with purpose. Itβs elevated reading. Itβs engagement. Itβs interacting with authentic text in an authentic way....It isnβt reading short passages in a computer program... ;) #G2Great
Annnnnnd this is why it's important to teach/talk about thinking and comprehension strategies. At some point we all run into a complex text that requires conscientious thought and practice to understand. #G2Great
#G2Great A2 When it comes to complex text, we need strategies more than every. We use strats automatically in accessible text but we need to use them deliberately in complex text to make sense.
Yes and we have to live and breathe that. We canβt just ask stilted basal questions and think weβre going to get anything of any substance. Sadly, that can plant weedsβ¦ not seeds #G2Great
A3 I want to say when the interaction with text becomes more than just looking at the words on the page. The questioning the challenging ideas put before us. Taking our understanding and creating more from it. #g2great
A3 Active literacy happens when we use visual and written texts to launch thinking that helps us comprehend and explore our own lives and then share that understanding and journey with others #g2great
Q3 Students especially Ells need choices in what they are reading and need time to talk about their thinking. Oral discourse is essential for their comprehension. We are trying to have engaged readers in our ESL classrooms. No worksheets! #g2great
Yes and we have to live and breathe that. We canβt just ask stilted basal questions and think weβre going to get anything of any substance. Sadly, that can plant weedsβ¦ not seeds #G2Great
A3 I want to say when the interaction with text becomes more than just looking at the words on the page. The questioning the challenging ideas put before us. Taking our understanding and creating more from it. #g2great
A3: Reading is having a conversation with the authorβs ideas and thoughts. The reader has to be actively involved and thinking about why the author included the information, making sense of story, and connecting with the story. #G2Great
6:53 A3 #G2Great Itβs all about engagement. Kids respond to their reading by talking, writing, drawing and creating with gusto. βDown with innocuous textβ (thanks Al Tatum) so we carefully curate books for our classroom libraries that will intrigue and inspire readers!
A3 Answering questions is the polar opposite of active literacy. We have to distinguish DOING & the THINKING that is at the core active literacy. #G2Great
A3: Today a student was practicing her original song in response to reading refugee along with her ukulele it was awesome. To me that is Active Literacy. #G2Great
Yes and we have to live and breathe that. We canβt just ask stilted basal questions and think weβre going to get anything of any substance. Sadly, that can plant weedsβ¦ not seeds #G2Great
A3 I want to say when the interaction with text becomes more than just looking at the words on the page. The questioning the challenging ideas put before us. Taking our understanding and creating more from it. #g2great
A3 I have been working on making talk part of active literacy. They seems to understand, connect, and enjoy reading when they can tap about it! #g2great
A3 Active literacy begins with the Ss fully invested--that means choice! Relevant, culturally sustaining (kids seem themselves in authentic ways in texts), easy to access. Texts that allow kids to become thoughtful, empathetic, changed. Reading should affect change. #G2Great
We underestimate the impact of time in text and increasing the volume of reading. We have to make that a daily priority no mater how busy we get! (we canβt afford to be that busy) #g2great
A3 when that student canβt contain themselves and wants to share with you a discovery on the page he/she (or the T) is reading. That connection that springs spontaneous #G2Great
A3: Read alouds are great to model the think aloud process of comprehension. Students are free from attending to the words and can focus on making meaning. Then having rich conversation about the book as a group. #G2Great
I love to read and it is contagious. It is not something I pretend. The kids know this, they are perceptive. I truly believe that this passion rubs off. I still remember my childhood librarians finding the perfect books for me. It changed my life. #g2great
A3: Active literacy is when students are authentically engaged in a text, making meaningful connections, and knowing that what we read has the potential to change who we are and how we interact with others in the world. #G2great
A3 Active literacy happens when readers are constructing meaning through text, talk, and writing. They are asking and answering their own questions. #g2great
A3: Leveraging the innately social aspect of literacy!! Ss must be engaged in discussion, debate, questioning, listening, with other readers => all in support of transfer to independence #g2great
A3 Active literacy begins with the Ss fully invested--that means choice! Relevant, culturally sustaining (kids seem themselves in authentic ways in texts), easy to access. Texts that allow kids to become thoughtful, empathetic, changed. Reading should affect change. #G2Great
A3 #G2Great P. David Pearson has a terrific motto that we would like to see in every classroom READ IT, WRITE IT, TALK IT, DO IT across the curriculum throughout the day, that's active literacy for you!
A3 The best way I know to define active literacy is what you and I do when Iβm engaged in meaningful reading: βschool agenda vs life process. #G2Great
We underestimate the impact of time in text and increasing the volume of reading. We have to make that a daily priority no mater how busy we get! (we canβt afford to be that busy) #g2great
A3: Leveraging the innately social aspect of literacy!! Ss must be engaged in discussion, debate, questioning, listening, with other readers => all in support of transfer to independence #g2great
#G2great There has never been a single study that links the performance of a fill in the blank worksheet to student achievement.We advocate thinksheets,for kids to work out their thinking. We tell them annotation is like going to the reading gym, a place to work out thinking .
Q3 Students especially Ells need choices in what they are reading and need time to talk about their thinking. Oral discourse is essential for their comprehension. We are trying to have engaged readers in our ESL classrooms. No worksheets! #g2great
We underestimate the impact of time in text and increasing the volume of reading. We have to make that a daily priority no mater how busy we get! (we canβt afford to be that busy) #g2great
A2: Teaching comprehension startegies should be explicit, & readers should be taught WHY they need the strategies in the first place- how do they help? #G2Great
A3 Active literacy happens when readers are constructing meaning through text, talk, and writing. They are asking and answering their own questions. #g2great
A3 Students engaged in active literacy have a reason to read. They are intentional and read to know more so they can do more! Once a student understands how reading grows their thinking and empowers them to do things, they are hooked! #G2Great
#g2great Active lit means an understanding that words are powerful and to recognize the intention with which authors pen every word just so w/ the goal of moving a reader in a way that transforms. Without that understanding we are on auto pilot, going through meaningless motions
A4. βSpyβ on your own reading. How do you leave tracks? Share with Ss. No ONE right way to leave βtracksβ, but what do REAL readers do? I use post its, google docs, padlet, Voxer convos .. lots of talk, some sketch notes! #G2Great
#g2great active literacy is engaging in reading with flexibility to use strategies independently without prompting and sharing those strategic with others. It matters bc authentic engagement and applied understanding
I sat in with one group of 3year olds today as the librarian read Caps For Sale. You gotta believe their excitement and response to the story was palpable. Itβs really what reading is all about #G2Great
A4 #G2Great Annotation is a powerful thinking tool.We share with kids that after a night of snowfall, we can see the fresh tracks of animals and know who was there.We need to see the readers tracks so that we know what they were thinking and so they remember their thoughts.
A3: If there questions to be considered after a reading, most of them should be generated by the readers themselves. Teachers have questions; students have "wonders." And they can be most telling of what is "sticking" from the reading. #g2great
A4. βSpyβ on your own reading. How do you leave tracks? Share with Ss. No ONE right way to leave βtracksβ, but what do REAL readers do? I use post its, google docs, padlet, Voxer convos .. lots of talk, some sketch notes! #G2Great
#G2Great Yes, Faige, I so agree. My mom started taking me to the preschooler library hour when I was a toddler and those librarians watched me grow up. I will never forget them.
#G2great Such an important thing to do, they need that kind of modeling so they can see that this is not just something we teachers tell them to do, but this is something we do daily in our lives. Love that!
A4. βSpyβ on your own reading. How do you leave tracks? Share with Ss. No ONE right way to leave βtracksβ, but what do REAL readers do? I use post its, google docs, padlet, Voxer convos .. lots of talk, some sketch notes! #G2Great
A3 #g2great Students need to be have access to authentic texts they can read, engagement occurs when they can choose what they want to read. Often in schools serving Ells, there is a lack of books they can and want to read. Invest in classroom libraries to support the work.
6:53 A3 #G2Great Itβs all about engagement. Kids respond to their reading by talking, writing, drawing and creating with gusto. βDown with innocuous textβ (thanks Al Tatum) so we carefully curate books for our classroom libraries that will intrigue and inspire readers!
A4 one of my favorite things to do is talk about in the moment of reading. Iβve gotten in the habit of stopping as I read out loud, or after weβve read silently, and talk about what Iβm thinking about or doing in the reading process. Students love to see the tracks! #G2Great
A2: We need critical readers in this digital age where so much "fake news" is washing over them and at their finger tips in less than seconds. Comprehension strategies r the first step to critical consciousness #G2Great
A4 #G2Great Readers "leave tracks" in margins, on Post its, on graphic organizers (what we call think sheets) near visuals and text features as well as text. These tracks give kids a place to hold their thinking, share it with others and make it visible.
A3 #G2Great P. David Pearson has a terrific motto that we would like to see in every classroom READ IT, WRITE IT, TALK IT, DO IT across the curriculum throughout the day, that's active literacy for you!
A2: We need critical readers in this digital age where so much "fake news" is washing over them and at their finger tips in less than seconds. Comprehension strategies r the first step to critical consciousness #G2Great
A4: posted thoughts are like seashells along the beach. We collect our thoughts, accumulating our ideas, then, looking for ways to creatively link them together to show either the evolution of our thinking or to support a theory about the text. #G2Great
#G2great A4 No better way to teach kids to read than to peel away the layers of your own reading process and share how you make sense when you read, how you react to text etc.
A3: Quickly, If I May: A student once asked how Carlson in Of Mice and Men acquired his "lugar pistol." Don't we assume that that pistol is always in the bag under the bunk as those who have read the book over and over again? But this student. . . #g2great
This student was posing an idea that only one who could have acquired such a weapon from a German officer in WWI could have such an outlook regarding life and the dispensation of justice. I would not have asked that question. #g2great
A4: Showing students how we as educators mark up a text with our highlighting and notes as a way to track our thinking. Sometimes as I read, I frequently jot down the connections I made to the text "This reminds me of...." #g2great
A4 I love to use a reflection notebook (their choice on format and what to put into it) and videos. It is crazy how we often forget about a student's voice (literally). We focus so much on writing, I love to listen to kids reflect and share their process with me. #g2great
A4:I remember when using post-its became a game changer. Now that I've become more comfortable with technology, it's only augmented the choices. Seesaw, Kidblog, Flipgrid, padlet, googledocs... #g2great
Agree! Strategies are a means to an end. Strategy is like the vehicle and content is the map and criticality & reflectivity & engagement are the destination! #G2Great
A4: I find myself only leaving tracks for books that require me to remember information. For fiction, I don't think I ever leave tracks. Well, I take that back. I leave tracks if I'm reading books with lots of characters and I need to keep them straight. #G2Great
A4 #G2Great Annotation is a powerful thinking tool.We share with kids that after a night of snowfall, we can see the fresh tracks of animals and know who was there.We need to see the readers tracks so that we know what they were thinking and so they remember their thoughts.
Q3 Active Literacy is allowing students to use voice and choice duting book clubs. My students use journals to reflect and annotate their thoughts.
#G2Great
Last Year I was able to sub for the librarian for a few days. I canβt tell you how much I enjoyed myself and how much I learned interacting with Kinders, 3s and 4s #G2Great
A4: I am giving options but more and more leaving it up to them to decide. Sticky Notes are great for some, others it is eye ball roll inducing. I love my thought logs and journals but others like to just reread. I don't think there is a go to but some go tries lol #G2Great
#g2great A4 Absolutely...those tracks are a treasure, it makes the invisible work of the reader visible, like a compass it guides us in better understanding the reader, how they are interacting with text and what strategic actions they are making for meaning
I also really like having kids share a passage they liked, wrote, or something they struggle with, and tackle it in front of the class, showing them my mental processes. They start using the stuff I donβt realize I do (until they point it out.!) #G2Great
7:01 A4 #G2Great We are insatiably interested in and curious about kidsβ thinking and ideas. So we talk to kids, read their responses, listen in to their book clubsβknowing that as they leave these many kinds of βtracksβ, we will have a better sense of where to take them next.
A4 John Medinaβs Brain Rule 10 is: Vision trumps all other senses. Model how we use print + images to support our thinking as a concrete tool. #G2Great
A4 Leave thinking tracks...in my professional books I like to write in the margins. It is also neat to share and read other peopleβs notes that they write as they read to see what their connection is. For students, they can use these tracks to discuss in book clubs. #G2Great
#G2Great I love finding old Post-its of kids thinking on books in my classroom library. Vestiges of past students still imprinting the room and my memory.
A4 #G2Great Readers "leave tracks" in margins, on Post its, on graphic organizers (what we call think sheets) near visuals and text features as well as text. These tracks give kids a place to hold their thinking, share it with others and make it visible.
A4: Showing students how we as educators mark up a text with our highlighting and notes as a way to track our thinking. Sometimes as I read, I frequently jot down the connections I made to the text "This reminds me of...." #g2great
I just did this, this week. Showed my "learning notebook" to the 2nd graders and asked them what they noticed. Sometimes I draw, sometimes write, I connect thoughts w arrows, use emojis, etc. They were fascinated.
Different systems of leaving tracks work for each reader - I like to offer several options including post-its, the reader's notebook, annotating or coding, using an organizer, think marks (book marks with space for comprehension work) or flagging parts to come back to. #G2Great
#G2Great A4 Such a great question, when ever anything become perfunctory, it loses its meaning and its purpose, so we need to make sure kids see how useful our own annotations are, share them with kids, show how you follow up by researching your questions etc
A4 #G2Great Annotation is a powerful thinking tool.We share with kids that after a night of snowfall, we can see the fresh tracks of animals and know who was there.We need to see the readers tracks so that we know what they were thinking and so they remember their thoughts.
A5. Classroom libraries are SO important to foster LOVE! Not a minute 2 waste tracking down the next great book.Always talking abt books Iβm reading. Book studies! Speed dating w/ books! Creating TBR piles! Plans 4 reading over break! #G2Great
Last Year I was able to sub for the librarian for a few days. I canβt tell you how much I enjoyed myself and how much I learned interacting with Kinders, 3s and 4s #G2Great
A4: Strategies that open a window to processing I observe are the information sources the students are using, such as MSV! Also, pay CLOSE ATTN to the students self-monitoring, such as self-corrections and hesitations! #g2great
In my work as a Wonder Lead Ambassador with @Wonderopolis, I've invited readers to tear out of Of Mice and Men their "wonders." What was left of the book were questions I might have asked for the purposes of quizzing. It was a clarifying experience for me as lead reader. #g2great
Different systems of leaving tracks work for each reader - I like to offer several options including post-its, the reader's notebook, annotating or coding, using an organizer, think marks (book marks with space for comprehension work) or flagging parts to come back to. #G2Great
I see that too! It kind of goes back to Determining Importance. I sometimes limit their post-its so they have to decide what's post-it worthy. #G2Great
A4 #G2Great Annotation is a powerful thinking tool.We share with kids that after a night of snowfall, we can see the fresh tracks of animals and know who was there.We need to see the readers tracks so that we know what they were thinking and so they remember their thoughts.
A4 @Stephharvey49 And sometimes we/Ts really need to reflect on our/their own process. Many Ts have told me they don't know what they do... they just do it! #g2great
#G2great A4 No better way to teach kids to read than to peel away the layers of your own reading process and share how you make sense when you read, how you react to text etc.
A5 #G2Great We teachers are the chief readers in the classroom. We read voraciously, stay on top of new books, do book talks, sharing the most compelling, always keeping kids interest in mind. We fire them up about books of every type & build in lots of time to read every day.
A4 sketchnotes, backchannels, and 3-column charts that explore thinking progression. Powerful when students see how words connect to create changes in thinking and ideas throughout a text. #G2Great
I always ask teacher to think about what they use in their own lives outside of school. THAT is what we need to teach kids to use & not convoluted activities. Teach the LIFE thing, not the SCHOOL thing. #g2great
Q4 #g2great We encourage our students to use sticky notes to annotate their texts, we also provide sentence stems our Ells to use to support their thinking orally and in written form. @Stephharvey49
A4: the interactive read-aloud experience provides opportunities to model not only how to leave tracks of your thinking, but how these tracks are essential in supporting comprehension #g2great
A5. Classroom libraries are SO important to foster LOVE! Not a minute 2 waste tracking down the next great book.Always talking abt books Iβm reading. Book studies! Speed dating w/ books! Creating TBR piles! Plans 4 reading over break! #G2Great
A5: I get visibly excited when kids finish a book and ask for a new suggestion. I interrupt my own lessons to find a book that I decided in the moment speaks to a skill we are working on. You need to live Book Love to teach it. #G2Great
#G2Great A4 I believe the most important question that we can ask kids when they finish reading something is simply this "Is there anything you still wonder?" "Do you have any questions?" Those are the most important questions, the questions the reader has!
In my work as a Wonder Lead Ambassador with @Wonderopolis, I've invited readers to tear out of Of Mice and Men their "wonders." What was left of the book were questions I might have asked for the purposes of quizzing. It was a clarifying experience for me as lead reader. #g2great
A4 I like to keep in mind the βmental processors.β Iβm actually terrible at notes and annotating myself. I let them know this, and provide ways I work it out in my head as I read. Itβs a relief every time I tell them we all work differently. #G2Great
A5: Reading in front of students. Getting students to fall in love with book series. As well as sharing times when you abandon books.. and why. #G2Great
A5. Classroom libraries are SO important to foster LOVE! Not a minute 2 waste tracking down the next great book.Always talking abt books Iβm reading. Book studies! Speed dating w/ books! Creating TBR piles! Plans 4 reading over break! #G2Great
A5: Keep kids INTERESTED in books by creating an environment where students have easy access to a variety of texts! Allow your students CHOICE in their text selections! SHARE your love for reading and Literacy every day with your students! #g2great
A4 I like to keep in mind the βmental processors.β Iβm actually terrible at notes and annotating myself. I let them know this, and provide ways I work it out in my head as I read. Itβs a relief every time I tell them we all work differently. #G2Great
Thanks! I like that title. I guess I have one of those too. I get a new one each year. But I have never called it that or shared it with students. #g2great
A5 There is no way around this one--you must be a reader yourself. Then you share like the crazed bibliophile you are. Kids have to hear from you about great books. And then they need time to hear from each other as well. #booktalks#G2Great
Q4: One way to keep annotation "real" is to have students ask themselves, "Is this how I would respond to Mr. Hankins if he were TELLING me this information vs. my reading it and will this change my margin comments now?" Talking to the Text can be foreign tongue to some. #g2great
A5 There is no way around this one--you must be a reader yourself. Then you share like the crazed bibliophile you are. Kids have to hear from you about great books. And then they need time to hear from each other as well. #booktalks#G2Great
#G2Great They LOVE hearing about my reading and writing life outside of school!
Today I had them laughing when for writing ideas I told them of some of my misadventures as a child. I got in trouble a lot at school and they couldn't believe it. They loved it!
A5 #G2Great Flood the room with rich text on every topic, genre & at multiple levels.Teaching kids to think strategically is important. But when we focus too much on strategies and skills, we can kill the love of reading so we need to be cautious about that.
A5 To nourish book love, have as many books & as many diverse books available to kids. Talk about them, share loves, passions. Get kids excited about reading, about finding stories, learning. Do what is needed to get those books. Be the model! #g2great
I always knew this but it hit home this year when my reading slacked due to grad school...so did my students. They are behind my Ss from other years. I know its' because of that. #g2great
A5 There is no way around this one--you must be a reader yourself. Then you share like the crazed bibliophile you are. Kids have to hear from you about great books. And then they need time to hear from each other as well. #booktalks#G2Great
A3 #G2Great P. David Pearson has a terrific motto that we would like to see in every classroom READ IT, WRITE IT, TALK IT, DO IT across the curriculum throughout the day, that's active literacy for you!
Q5 As a district director supporting Ells, we invest funding to provide campuses and teachers with classroom libraries in order for students to have access to books. @ALPLCISD#g2great
A5 I find that my excitement and love fuels theirs. I talk about my love for the books. Itβs always about the books. The more I say it, show it, and live it, the more the kids feed of it and become book lovers themselves. #G2Great
A5: Be an enthusiastic reader yourself, keep your library up to date, have a rack or bin of student recommended texts, incorporate book talks or student led podcasts about reading...make it a major part of your classroom culture! #G2Great
A5: To quote one of my favorite authors, Sherman Alexie, "That's right...I am a book kisser!" When I love a book, I find it so hard to keep to myself. I want to talk about my book with my friends and coworkers. #g2great
Yes! Such tasks are at heart of criticality. These are studentsβ initial thoughts. They help kids build their understandings. Theyβre the origins of articulations! #G2Great
#G2Great I still remember when you presented at a Cotsen event and you introduced the word READACIDE! It has to be fun and uplifting, otherwise, why do it in our free time...
.@Stephharvey49: "What is a Kewpie Doll?" "What is a Jackson Pulley?" I would have expected these. But, "What is barley?" These guys are bucking barley all through the book. Should we address this wonder early on? Absolutely. #g2great
A5: To quote one of my favorite authors, Sherman Alexie, "That's right...I am a book kisser!" When I love a book, I find it so hard to keep to myself. I want to talk about my book with my friends and coworkers. #g2great
A5: we must take time to reflect on some of the practices that are killing a love for reading => perfunctory tasks like reading logs breed negative feelings rather than instilling joy #ditchthatreadinglog#g2great
7:08 A5 #G2Great Worksheets, activities like dioramas, not to mention the questions that follow a story or chapter, do little to encourage kids to love reading. Even more, they take precious time away from it. So we give them plenty of time every day to just read!
A5: donβt just talk about βbooks.β Rather, talk about how the characters have impacted you. Speak about the elements inside the pages that have impacted you. Itβs not the book itself that holds the power of the written word, rather itβs the story. #G2Great
A5 Favorite part of teaching kinders was my turn for read alouds. They saw me laugh, cry and ask why. When we read together in their small groups they too shared their feelings and questions #G2Great
A5 There is no way around this one--you must be a reader yourself. Then you share like the crazed bibliophile you are. Kids have to hear from you about great books. And then they need time to hear from each other as well. #booktalks#G2Great
A5. Classroom libraries are SO important to foster LOVE! Not a minute 2 waste tracking down the next great book.Always talking abt books Iβm reading. Book studies! Speed dating w/ books! Creating TBR piles! Plans 4 reading over break! #G2Great
A5 Know your students and then put the right texts in their hands! When you say, "You are just the right reader for this book," and see the light in their eyes, you're kindling a hopeful future book love inferno! #G2Great
A5: To quote one of my favorite authors, Sherman Alexie, "That's right...I am a book kisser!" When I love a book, I find it so hard to keep to myself. I want to talk about my book with my friends and coworkers. #g2great
A6. Assessments let us know if we (Ts) hit the target - Did Ss transfer knowledge? Did I provide enough practice? Too many scaffolds? Great for T reflect on the instruction & its alignment w/ assessment. #G2Great
A5: Surround yourself and your students with great literature, beautiful stories, not just leveled text! I have never met a leveled reader that I wanted to share with others. REAL BOOKS. REAL STORIES. Not contrived texts. #g2great
A5: To quote one of my favorite authors, Sherman Alexie, "That's right...I am a book kisser!" When I love a book, I find it so hard to keep to myself. I want to talk about my book with my friends and coworkers. #g2great
#g2great A5 Quality literature entices readers, it draws the reader in. We can't expect students to get lost in a book box of teacher selected leveled readers. I think districts can do better by Ts, before we put another program in teachers hands we should fill their bookshelves!
A5: my husband would say - her Amazon ordering is enough evidenceπ. I would concur and add my Ss know the books in our room aren't just mine. They travel home with students most nights, too #g2great
A6 #G2Great Assessment informs us of three things: what a child did at one moment in time, our future instruction-where to go next based on their work- and our past instruction. When kids don't get it, it is our responsibility.
A5: Find out your Ss interests -- host book tastings. Take 1 day to log # of minutes Ss are reading & then set goals to increase time. Know & discuss your readers' passions! #g2great
A6 effective formative assessments help us adjust our teaching and reflect on our practice as well as swoop in and rescue Ss that need us. Frequent and regular use is imperative. #g2great
A5: intentionally making sure there are @diversebooks on the shelves of our classroom Ts IDR libraries; doing regular book talks; allowing space for student voice by posting book reviews #G2great
A6 If we see students are not mastering learning on assessments, we need to reflect on our instruction as well. We have a responsibility to offer many possibilities for learning. If it is not happening, what can I do differently. Always strive to be better. #g2great
A6: Research has shown that sometimes it's not the students learning that has failed, the INSTRUCTION failed the student! Always be mindful of your literacy instruction and do what is BEST for kids! Support THEM and BUILD UPON STRENGTHS!! #g2great
A5: Students deserve teachers who are 1) well-read, 2) know a variety of diverse authors/genres, and 3) know their students so comprehensively they are able to connect Ss with books that will hook them into a lifetime of reading. Mr. Saulpaugh did that for me. #G2Great
A5: Two Known and Addressed Signs that Mr. Hankins is Not Feeling Well in #Room407: One, his shoes are on. And, two, he hasn't shared a book yet this block. We always try to take care of number two. I cannot do shoes in the room. I'm a poet. I need to feel the floor. #g2great
A6: Well this looks familiar :) If my kids do not perform well on an assessment I reflect, did I do my best by them? Did I miss them this time? If I can't be sure I did my best how can I put it on the kids? How can I view it as a valid assessment? #G2Great
A5. Money is an issue in the schools I see, so classroom libraries have to come from the public library or teacher's wallet. This is a real issue in lower-socio schools. Lack of choice & abundance #g2great
A6 Itβs so easy for us to take assessment as an attack on us, but itβs the mirror we need to learn, grow, and refocus from. We ask our students to learn from feedback, we should model that. #G2Great
A6: assessment is a two-way window. You can use it to see the other side and you can use it to look inside. The trick is to make the glass transparent so that youβre honest about what youβre seeing on both sides. #G2Great
"I taught it," is not the same as "my students learned it." It reminds me of Hattie's 8 Mind Frames for Teachers. The first 4 are about Ts impact- "The success and failure of my studentsβ learning is about what I do or donβt do. I am a change agent."#g2great
A6 Formative assessment is best gauge for how the instruction facilitated the learning. Assessment is ALWAYS viewed with an eye for how effectively (or not) the master craftsman (that's me) modeled for the apprentices (the kids). #G2Great
A6: assessment is a two-way window. You can use it to see the other side and you can use it to look inside. The trick is to make the glass transparent so that youβre honest about what youβre seeing on both sides. #G2Great
#G2Great A6 Assessment is more likely to reflect out teaching than kids learning. When kids repeatedly come up short, we need to look at our instruction rather than blame the kids,
A5: Students deserve teachers who are 1) well-read, 2) know a variety of diverse authors/genres, and 3) know their students so comprehensively they are able to connect Ss with books that will hook them into a lifetime of reading. Mr. Saulpaugh did that for me. #G2Great
Q6 we canβt teach in a vacuum. We must always look and analyze what weβve done and ask, βHow will we know when weβve accomplished what we wanted?β βWhere is our evidence?β #G2Great
7:13 A6 #G2Great We constantly check what kids are doing, reflecting on what we have taught them and the outcomes we hope to achieve. Our goal is to move kids towards independence as readers so we view assessment as a continuing conversation between teachers and kids.
A6 Itβs so easy for us to take assessment as an attack on us, but itβs the mirror we need to learn, grow, and refocus from. We ask our students to learn from feedback, we should model that. #G2Great
A6: assessment is a two-way window. You can use it to see the other side and you can use it to look inside. The trick is to make the glass transparent so that youβre honest about what youβre seeing on both sides. #G2Great
A teacher needs to have a bag of tricks; we need to have back-up after back-up strategies to engage our Ss and help them learn. We can not rely on one style of teaching in order to meet their needs. A bag of tricks learned from experience. #g2great
A6: Research has shown that sometimes it's not the students learning that has failed, the INSTRUCTION failed the student! Always be mindful of your literacy instruction and do what is BEST for kids! Support THEM and BUILD UPON STRENGTHS!! #g2great
7:13 A6 #G2Great We constantly check what kids are doing, reflecting on what we have taught them and the outcomes we hope to achieve. Our goal is to move kids towards independence as readers so we view assessment as a continuing conversation between teachers and kids.
#g2great Share! Share! Share! Iβve coordinated a #give5read5 program to have books donated to then share with others to build home libraries. Choice! Time! Discussion!
A6 Assessment is about the learning, NOT laying blame. To help Sts we need to know where they are and whatβs next for them. Looking at their strengths a successful pathway #G2Great
Assessment of and for learning always reflects how effective the teacher's instruction has been. Even if the instruction was effective for many Ss but not all, it is the Ts responsibility to figure out a different way to approach instruction for who need it. #G2Great
7:13 A6 #G2Great We constantly check what kids are doing, reflecting on what we have taught them and the outcomes we hope to achieve. Our goal is to move kids towards independence as readers so we view assessment as a continuing conversation between teachers and kids.
A6 #G2Great We distinguish between assessment and evaluation, We assess 24/7
Evaluation is putting a grade on the work. We only grade after kids have had time to practice, learn and understand what we have taught.
#g2great A6 Good data reveals our effectiveness as educators, we must be willing to look first at ourselves and our actions or inactions that contribute to S outcomes. We can't ask students to be reflective learners with a growth mindset without first expecting that of ourselves.
A6: It bears repeating, no? What You Test is What You Get. For me, assessment has to tap into that reflective place. Where affect resides. This is the "sticky note of learning." Better, its the accordion style of sticky notes. Stretches exponentially. Narrative grows. #g2great
A6: Research has shown that sometimes it's not the students learning that has failed, the INSTRUCTION failed the student! Always be mindful of your literacy instruction and do what is BEST for kids! Support THEM and BUILD UPON STRENGTHS!! #g2great
A6)formative assessment early and often to understand and know how to grow Ss. Constant kidwatching. QUALITY summative assessment for the correct/intended purpose. #g2great
A6 allowing our students to take ownership of their own assessment and accountability also! They can monitor their progress- be sole stakeholder in progress- this type of change agent= difference! #G2Great
#g2great Self reflect on what students are able to do independently and what I need to scaffold to transfer their independence. Not repeat what Iβve already done.
A7. Deliberately use same language in content classes as in ELA. Talk about the cross-curricular connections. Plan for transfer. When a S gets it, have them explain to others. Video when works. Celebrate the thread that binds us together!#G2Great
A6 Love conferring with my students about their independent free choice reading. Great time to give meaningful, just in time instruction if a student is stuck and this work also informs the next conversation after more reading has occurred. So cyclical and reflective! #G2Great
#G2Great A6 PD Pearson says the questions a reader asks after reading a text are a far better assessment than the questions a reader can answer about that text. one of my favorite of his many amazing quotes
So true!RT @Stephharvey49: #G2Great A6 Assessment is more likely to reflect out teaching than kids learning. When kids repeatedly come up short, we need to look at our instruction rather than blame the kids,
A6: Effective instruction is subjective. Focus on fostering safe and engaging learning environments because of students are having fun, the rest will fall into place. #g2great
A6: Our assessments should serve as a door into the processing that is happening with and within our learning community. Now and later. Assessment should not be a door stop which terminates the conversation with its scoring and recording. #g2great
7:17 A7 #G2Great We carefully read kidsβ responses, listen to what they say, watch them practice what we have taught them and listen to them read. This gives us a window into their thinking and learning, and tells us where to go next with our instruction.
A7 Instructional success is reflected when kids can apply learning in varied context across the curriculum = Flexible application/multiple exposure #G2Great
A6 #G2Great We distinguish between assessment and evaluation, We assess 24/7
Evaluation is putting a grade on the work. We only grade after kids have had time to practice, learn and understand what we have taught.
The more we repeat this the more we will remember it Paul so yes worth repeating! I love the idea of βtapping into a reflective place.β Reflection is the holy grail of responsive assessment - which lead to the holy grail of teaching - responsive instructional #g2great
A6: It bears repeating, no? What You Test is What You Get. For me, assessment has to tap into that reflective place. Where affect resides. This is the "sticky note of learning." Better, its the accordion style of sticky notes. Stretches exponentially. Narrative grows. #g2great
Everyone should RETWEET this from @LiteracyCoachKS Looking at data does require us to look at ourselves and reflect! Just as we ask students we have have to be reflective learners #G2Great
#g2great A6 Good data reveals our effectiveness as educators, we must be willing to look first at ourselves and our actions or inactions that contribute to S outcomes. We can't ask students to be reflective learners with a growth mindset without first expecting that of ourselves.
#g2great A7 When a student owns it, having the ability to apply it successfully across texts independently. It means a student can articulate not just what and how but know when to employ the strategy.
A7: Students will be USING the strategies you explicitly taught through modeling in literacy instruction. For example, you will SEE students using self-monitoring strategies while reading. These strategies are a part of a reader becoming fluent! #g2great
#G2great There has never been a single study that links the performance of a fill in the blank worksheet to student achievement.We advocate thinksheets,for kids to work out their thinking. We tell them annotation is like going to the reading gym, a place to work out thinking .
Q3 Students especially Ells need choices in what they are reading and need time to talk about their thinking. Oral discourse is essential for their comprehension. We are trying to have engaged readers in our ESL classrooms. No worksheets! #g2great
A6: Assessments can't exist in silos - as things we do solely to afifx labels to Ss and meet mandates - rather, it needs to guide instruction and provide feedback to Ss, who are actively part of the process! #g2great
A7 I think about the types of knowledge I see with kids. Declarative--they name the strategy. Procedural--they know the steps. Conditional--they know which strategy to use when, why and for what purpose. That's true transfer. When I see this, I know they own the work. #G2Great
You know that strategy instruction has been effective when Ss start using the language of the strategy when talking with one another in partnerships or small groups. Be a fly on the wall and listen in to what Ss are saying when they talk about their reading #G2Great
A7 If it has empowered students, empowered their voice, brought more awe to their learning, fostered curiosity and wonder. Given students the drive to keep learning alone. I know I have used effective strategy instruction. It is all about the kids and their learning. #g2great
Just finished book clubs and the questions Ss asked each other were amazing! when they asked if they were going to be tested over the books, I said, "You don't need to be tested!" #g2great
#G2Great A6 PD Pearson says the questions a reader asks after reading a text are a far better assessment than the questions a reader can answer about that text. one of my favorite of his many amazing quotes
#g2great A6 Good data reveals our effectiveness as educators, we must be willing to look first at ourselves and our actions or inactions that contribute to S outcomes. We can't ask students to be reflective learners with a growth mindset without first expecting that of ourselves.
A7: When reading becomes more organic and less of a process. Strategies are effective when the fake readers become less and the Active Readers take over the room #g2great
A7. The student outgrows the strategy and its no longer needed because the work that required a strategy to begin with becomes something that can be done independently. #G2Great
A6: Traditional approaches to assessment are like an interrogation wherein the hope is that the student (under the hot lamp and high stakes) will confess to what they didn't get and don't know before the end of the episode. . .or school year. #g2great
#g2great Rubric is what mastery looks like and anecdotal notes of Ss strategy use; student journaling or discussion and S flexible use of strategies without prompting
A7 We donβt know strategy instruction is effective until kids can apply it w/o support so assessment our goal when we arenβt leading the way. #G2Great
7:20 A7 #G2Great If kids can envision it, they can create it. They demonstrate understanding by crafting essays, artistic responses, videos, etc. Many creative options feature kidsβ talents and interests.
Agreed re formative. Like a cross country runner evaluating the small hills and terrain!
The big stuff, summarize assessments, are like the map of the race
#G2Great
I often think of the teachers who fail to watch, listen, and learn from their students. So much can be gained by these simple tasks. We need to know how to reach our students in order to teach them. #g2great
7:17 A7 #G2Great We carefully read kidsβ responses, listen to what they say, watch them practice what we have taught them and listen to them read. This gives us a window into their thinking and learning, and tells us where to go next with our instruction.
A6: If our students self-evaluate, we can see what they "value" as learners and what they "value" from our teaching. It's time to bring back reading portfolios in a BIG way--a counter-narrative to the testing story that has stripped our Ss of their identities as readers. #G2Great
A7: Strategy instruction is successful when Ss are applying it in their independent reading; When they are having discourse with a peer that shows deep understanding of a text; & their writing in response to reading is rich in content #G2Great
A7 #G2Great We listen carefully to what kids say. But we have learned that just because kids say they are inferring doesn't mean that they are & just because they don't use the term,doesn't mean they are not. So we look for evidence in their work to see if they are using a strat.
#G2great A7 a common language is important, but David Pearson reminds us that just because a reader says they are inferring doesn't mean they are and just because they don't use the term doesn't mean they are not. So we need to watch them, read their as well as listen to them
You know that strategy instruction has been effective when Ss start using the language of the strategy when talking with one another in partnerships or small groups. Be a fly on the wall and listen in to what Ss are saying when they talk about their reading #G2Great
A6: If our students self-evaluate, we can see what they "value" as learners and what they "value" from our teaching. It's time to bring back reading portfolios in a BIG way--a counter-narrative to the testing story that has stripped our Ss of their identities as readers. #G2Great
7:17 A7 #G2Great We carefully read kidsβ responses, listen to what they say, watch them practice what we have taught them and listen to them read. This gives us a window into their thinking and learning, and tells us where to go next with our instruction.
A8: Tech can help provide resources: NewsELA and ReadWorks both can provide different levels of text to build background knowledge. Love text that uses same vocab. Great to have Ss practice same strategies w/ different topics/text. Love #hyperdocs#G2Great
A7 I also believe that readers will reach a level of "personal reflection proficiency" when they begin to expect their thinking to change each time they read. They know it's not over when the last page is read. They KNOW they'll experience a heart/head transformation. #G2Great
It's crucial. Self-assessment is like a basketball player correcting her shot. The coach can do it, but it's more efficient and effective when the player recognizes it. #G2Great
A7 Listen to the words kids use...if weβve modeled well, supported enough, we will hear our words come back, but they the thinking and strategies now belong to the learner.#g2Great
A1: Comprehension is built by having students become INTERESTED in texts, which leads to more volume of reading, which in turn leads to building comprehension! Encourage students to always SHARE about what they are reading to build comp skills! #g2great
7:24 A8 #G2Great When we teach comprehension across the curriculum, kids learn a common language for thinking across disciplines. Strategies are essential for understanding content in science, history, literature, etc
A7: effective strategy instruction is clear when the Ss use the strategy independently without being prompted, days, weeks, months later and can transfer its use in other areas of the curriculum. #G2Great
A6: We use assessment to gauge how both students and ourselves are progressing. They are interwoven with each other. It's how we become better teachers to help our students learn #g2great
A6: If our students self-evaluate, we can see what they "value" as learners and what they "value" from our teaching. It's time to bring back reading portfolios in a BIG way--a counter-narrative to the testing story that has stripped our Ss of their identities as readers. #G2Great
Agree! Their schema is entirely different than ours. We must recognize not ONLY how WE view the text but (just as importantly) how they view the text.
It may look like a 6 to us, but to them it's a 9 and to another it's a lower case g
#G2Great
A8: Teaching subject specific I try to talk to the kids about how what we do can be used in their other classes. How we can build on their understandings of literacy and work it into everything else #g2great
A7. True -- I don't know that I knew all these terms and strategies until I became a teacher. But I was doing them as a reader before learning about them. #g2Great
#G2great A7 a common language is important, but David Pearson reminds us that just because a reader says they are inferring doesn't mean they are and just because they don't use the term doesn't mean they are not. So we need to watch them, read their as well as listen to them
You know that strategy instruction has been effective when Ss start using the language of the strategy when talking with one another in partnerships or small groups. Be a fly on the wall and listen in to what Ss are saying when they talk about their reading #G2Great
In that kids are able to apply our strategies instruction not only in teachers supported contexts but when we step back and let them take responsbliyt for their own thinking. Time practice and TRUST in kids! #g2great
7:26 A8 #G2Great Content literacy with comprehension at its core encourages kids to explore their world: asking significant questions, evaluating information and evidence, wondering about nature, and reading and responding to current events and issues. Kids want to know!
A8 We need to at last refute the idea that kids learn to read and then read to learn. They should be inseparably intertwined across the day & grades #G2Great
Q8 we integrate content and literacy instruction--writing about history, reading about science, using math literature to connect to instruction/curriculum #G2Great
A8 Lately I've really committed myself to different thinking about "literacies". I want to include art, images, graphics paired with text selections--across the content areas. I've noticed an increase in engagement. #G2Great
A8: Literacy strategies can be applied to all content areas! In every curriculum, the student is required to READ! We know through research reading and writing are interconnected, but reading is the foundation for EVERYTHING ELSE! #g2great
A8: literacy is so easy to integrate across all aspects of the day, especially social studies. Every subject requires comprehension, reading, and writing. example: read aloud of a picture book about science concepts #g2great
I have to sign off, but it's been fun and educational. Thanks @stenhousepub@Stephharvey49@annegoudvis the #g2great team and all you wonderful educators! Keep up the great work! You're all making beautiful changes in this world! β€οΈ
A8 Ue words, stories, voice to teach any subject. Stories to teach history, voices to bring math to life, stories and voice for science. Literacy can be anywhere and should help bring learning to life. #g2great
Q8 Talking to my teammates about our students and their literacy strengths and challenges. Then, we work to ensure we are consistently addressing what kids need across the curriculum throughout their day. Literacy connects students to ideas in ALL learning! #G2Great
A8 #G2Great We suggest that the day be broken up into 4 workshops, Reading, Writing, mMath and Researcher's Workshop where we engage kids in inquiry based learning in sci and/or ss. Kids read, write. make and think their way through the day and across the curriculum
A8 Every subject area is an opportunity to promote strategy instruction so we all have to make this a priority regardless of our teaching focus. #G2Great
A8: ALL teachers teach reading. Content areas including math, science, social studies, and the arts present amazing opportunities for exposure to rich texts and additional comprehension instruction. #G2Great
Q8 I love highlighting the great parts of other contents in our readings. We get to deepen their skills in those classes, and learn great stuff at the same time. #G2Great
A8: literacy is so easy to integrate across all aspects of the day, especially social studies. Every subject requires comprehension, reading, and writing. example: read aloud of a picture book about science concepts #g2great
#G2Great A8 A big emphasis on #Strats3 is the idea of knowledge building. Gina Cervetti says the next frontier in comprehension instruction is building knowledge. So we support kids to use strategies to turn information into knowledge.
I see this happen in #Room407 when we are "reading in the dark" and while watching a film, I hear a student whisper, "That's the Belly of the Whale." I know that something of Campbell's monomyth has been sticky noted for that reader in the room. #g2great
A5 #G2Great Flood the room with rich text on every topic, genre & at multiple levels.Teaching kids to think strategically is important. But when we focus too much on strategies and skills, we can kill the love of reading so we need to be cautious about that.
A8: Critical thinking, reflection, collaboration, creativity, analysis...these are all aspects of the learning environment that transcend content, time of day, class period, etc.. #g2great
A8: we are being intentional- with Planning across content areas and focusing discussions across content areas so all areas discuss vocabulary relevant to their area- and how it varies or connects in their content #G2Great
Q8 Talking to my teammates about our students and their literacy strengths and challenges. Then, we work to ensure we are consistently addressing what kids need across the curriculum throughout their day. Literacy connects students to ideas in ALL learning! #G2Great
A8: Show students that just because we taught them a strategy in ELAR, doesn't mean they can't use that strategy in other content areas. Model reading strategies in Sci/SS/Math so that students can see how what we are teaching them is utilized across all content areas. #g2great
