Professional+Toolbox+-+Texts


 * Text supports**

__**Graphic Organizers**__

This resource has many great ideas that give students strategies to pick out important pieces of information from text and organize their ideas. Of all the given strategies, one that I really liked was graphic organizers. Giving students a graphic note taking strategy that they understand and have practiced will allow them to organize ideas in a complex reading. It also allows students to go back later to review these ideas in a format that they are used to seeing. Of these graphic organizers, my favorite example is the Frayer Model. I think this could work very well for many vocabulary terms and concepts. http://www.ascd.org/publications/books/105137/chapters/Reading-in-the-Mathematics-Classroom.aspx user:Jayson44Jay

__ Annotation Stations user:marcyray __

Students are expected to get so much out of close reading. If they are new or unpracticed in the skill close reading can be overwhelming. Breaking up into stations the type of interaction they are expected to have with the text can make the task more manageable for students. Have a station for each type of annotation you want students to make (connection, reaction, question, etc.). Use the same, similar, or different short texts for each station depending on the difficulty of the text and content. This will allow students to meaningfully practice the types of annotations they will be expected to make in later texts. Each station should have explicit directions and a model for students to follow. Groups should be encouraged to collaborate and discuss how and why they created certain annotations so they are exposed to the thinking of their peers and use it to influence or refine their own thinking.

https://www.pinterest.com/pin/147774431498213559/

https://www.pinterest.com/pin/262616221997705592/ I think this is an interesting idea for allowing students to annotate texts they don't own. A little time consuming perhaps. . . ?

__Literacy in Science__ user:meganbatty This PP was for a seminar on the importance of literacy in science and how you might go about doing this in your own classroom. I found slide 19-20 to be helpful for a pre-activity to the reading. Doing a picture or graphic walk through the text to see what you notice and what you think it might be about, you could also do this with the title (this is something we also did in Martha Savage's ELL summer class). Again, on slide 46-49 there are more suggestions on how to integrate literacy into class successfully and support struggling readers with academic science texts. On 51 the PP goes over anticipation guides, which is something we have also seen in Zwiers and I think it is a great way to draw kids into the material and become engaged in the reading.

Link to Resource

__Close reading in science__ user:sarahnewman4 The link which I found gave multiple strategies to help students in annotating and close reading scientific texts. The strategy which I liked best was a form of structured note taking. In this note template, there is a box divided into four different spaces and in the center is the main topic of the reading. In each box, there is a question or main topic where students are supposed to fill in information from the reading. This breaks down complex, scientific texts into more attainable and reasonable sections for the students to dissect.

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Close Reading in Math user:remenger The link/Prezi that I found that give several strategies to help teachers to teach close reading and interpretation of math texts and problem solving. I like this link because it explains that math texts are much more complicated then a standard text since math texts use particular vocab that specific to math and not necessarily found in other texts.

Source: https://prezi.com/snawmr-yxuwr/close-reading-in-math/

__ Pulling and Shaping Evidence from Informational Texts for Informational Writing __ __ (and Citing Sources!) __ user:kala9 My seventh grade students are beginning to gather evidence for informational writing, and to do so, they will be reading several informational articles. In order to encourage personal investment in the content and provide a framework for the MLA citations we want the students to create, I wrote the attached graphic organizer/worksheet. In the current form, it is specific to my class, but this can easily be altered to meet the needs of all types of source formatting (I highly recommend the use of the Purdue OWL website) and all types of writing (i.e. by modeling the thinking patterns needed). Feel free to change and change again to fit your needs.

Using "Un-Stuck" Ideas for struggling readersuser:rfay1 These ideas come from "I Read it, But I Don't Get It" by Cris Tovani. The main focus of any of these strategies is that students experience a disconnect with the text, or get stuck when they are trying to read it. If the student is frustrated, trying one of these ideas may help the student move past the point of frustration. Further, this list of "un-stuck" ideas is one they can write down and use at home.
 * Un-Stuck Ideas:
 * Text to self/world/text connections--annotations
 * Make predictions about what you are reading
 * Ask who, what, when where, why, and how questions. These do not always have to be the obvious.
 * Think and process what you have already read.
 * Visualization
 * Adjust reading speed