# data[].attributes.body
About:
In this reading strategy, students gather in a group and voice their opinions on the selected text as the teacher acts as a facilitator/encourager. It is an expectation that students should be able to sub-stain in conversation, but students who are in the ELL or Special Education program can be scaffolded. (Victoria State Government, 2020)
The teacher then models the expectations of the discussion before it occurs and/or gives a guiding graphic organizer with discussion questions. I feel that it would also be a great idea to have prompt cards for supports for students in the ELL and Special Education population. (Victoria State Government, 2020) You will see that in some literary circles there are also roles assigned for each student to make sure that each student is able to state their opinion.

When/Who Benefits/Why?
This strategy provides a structured activity for students to engage in critical thinking and reflection of the text that they are provided. This also gives an opportunity for students to collaborate with their peers to broaden their prospective on the literature in which they are reading. (Hill, Noe, Johnson, 2001) All students and the educator benefit from this practice as students build their independent context skills while learning to take ownership of their opinions (ELL learners and students in the Special Education population can really benefit from this) and teachers are able to assess whether the student's are comprehending the material and can apply it further. (Hill, Noe, Johnson, 2001) Literary circles vary among age group and level, but the most popular one mocks an adult book club where they obtain a role and discuss the book after it has been read as a class. This allows, 20 per-say, perspectives to contribute a discussion about one text that everyone has read together.

How it can be adapted:

ELL Learner:
For the ELL learner to contribute in a literary circle, the educator should provide discussion questions/guide/reading in native language and provide the student(s) with teacher notes. This practice alone provides scaffolding for them to comfortably participate with their peers in an active discussion. Teachers should also consider assign a student a partner/buddy during this activity as strength come in numbers.

Special Education Student:
The Special Education population can use this opportunity to communicate with their peers and build social skills on top of comprehensive skills, especially who have Autism. By making them more comfortable in this activity, the teacher should provide teacher notes and discussion questions ahead of time to prepare them. Also assigning a custom role to student (like keeping time of literature circle) can keep them involved while not feeling the pressure. Of course students should be offered breaks, a peer buddy, or assistive device to ease them through this strategy. The educator should finally model at least one discussion question so students know what she is looking for in her discussion circles.

Future Practice:
I have always loved the idea of literature circles or discussion as it fosters a positive environment for students to converse about the text. It also gives students the opportunity to hear other perspectives besides their own. If I were to implement this practice in my classroom, I would make this a closing activity, similar to a formative assessment. This way I can see if students were able to comprehend the full text whether it was an article/novel.

# data[].attributes.body
Hill, B., Noe, K., & Johnson, N. (2001). Overview of literature circles. Retrieved April 01, 2021, from http://www.litcircles.org/Overview/overview.html#:~:text=Literature%20circles%20provide%20a%20way,construct%20meaning%20with%20other%20readers.

Literature circles. (2020, December 24). Retrieved April 01, 2021, from https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/teachingpraccircles.aspx

# data[].attributes.body
Word Document

# data[].attributes.body
These are the answers that I would expect from students when doing a Great Gatsby literature discussion.

# data[].attributes.body
About:
Annotating is any action that deliberately interacts with a text to enhance the reader's understanding of, recall of, and reaction to the text. (Eastern Washing University, 2020) Also known as "close reading". students may highlight the text or make notes in the margins about key information in the article or narrative that they are reading. (Eastern Washing University, 2020)
When/Who Benefits/Why?
Annotations can occur at anytime when the educator or the student is reading a text (before, during, or after.) These annotations benefit both the teacher and the student as the student is able to make connections to the text to broaden and/or deepen the connection perspective of the text they are reading. ("Benefits of Annotating", N.D.) By reading these annotations, the educator can reflect on the growth of the readers as some students tend to make complaints in their annotations. Teacher's can source out these complaints and find solutions. ("Benefits of Annotating", N.D.)

How it can be adapted:
ELL Learners:
For ELL learners, teacher should allow students to annotate in their Native Language as it is more comfortable for them and consider giving their students the text in their native language also. Giving frequent breaks, if needed, is beneficial for self regulation if the students minds are getting over stimulated by material. As always, the educator should model was annotation looks like to their students so they should know what to expect.
Students in Special Education:
Students who are in Special Education should be offered breaks for self regulation and processing during this activity. Special Education students will also benefit from modeling one-on-one or with the class so they can see what annotation looks like. Variability and flexibility is key here as allowing students to annotate with symbols instead of words or offering a highlighter would be a great idea. A paraeducator or teacher should consider the idea of chunking the text that is annotated so the student does not get overwhelmed.

Future Practice:
In my classroom, I plan to annotate anything that students creatively write and want feedback on from me. When it comes to students annotating, I want them to annotate any article that is given so they can absorb all information within the article that is given for higher process thinking.

# data[].attributes.body
This shows a teacher annotating on a student's paper.

# data[].attributes.body
About:
In order for students to understand that all stories have a beginning, middle, and end; teachers can use this strategy to assist their students with a visualization. Depending on the grade level, a lot of students just chunk the entire story together without separating it into parts where the climax may occur, or an important character may enter. By using this chart, students can organize their thoughts by using their own writing and language while talking about the most important part of a story or their favorite part depending on what is asked of them.

When/Who Benefits/Why?
This strategy can be done during or after reading a novel or story. This strategy can also be used before writing a story that student is composing on their own to organize their thoughts. The student's benefit from this graphic organizer as it allows them to process the events that occurred in a story they have read or one they are going to write. If it happens to be a more complex story, this graphic organizer can be used for scaffolding and chunking by both the educator, para-educator, and students for comprehension and thought organization.

How it can be adapted:
ELL Learner:
For a ELL Learner, the teacher can allow them to draw pictures in each section of the graphic organizer or write in the native language. To take it a step further, the teacher could provide them a copy of the graphic organizer in their native language along with additional supports such as one-on-one assistance, frequent breaks, or additional time.

Special Education Student:
For a Special Education student, this graphic organizer can be easily modified and adapted for UDL devices such as the promethean board or tablets. Teachers should accept symbols, drawings, or words instead of sentences in the sections of the graphic organizer as long as it is aligning with the activity. Of course students should be given additional time, frequent breaks for self regulation, and offered one-on-one help.

Future Practice:

In my future classroom, I can see myself using this graphic organizer for various activities outside of the English realm. Though it is simply just a chain of boxes, it allows students to organizes their thoughts and take the time to process the events that are happening within a novel, experiment, or even math problem. By breaking something down, students can build comprehension skills, memory skills, and are most likely to remember the process; especially if they have creative freedom within the process.

# data[].attributes.body
Attached is the Teacher Copy Word Document.

# data[].attributes.body
About:
Quick writes, unlike essay prompts, are instructional approaches that activate students’ knowledge and presents new material. This strategy can be used in any content area and any grade level as the primary focus of this strategy is to build fluency, voice, and to be able to write spontaneously.(Shen, 2021) Quick writes are mainly used with a question or a prompt and the students are given a time to write their response.
When/Who Benefits/Why?
Quick writes are beneficial at the beginning, during, or ending of any activity for all students. (Shen, 2021) This is a great tool for teachers to probe their students for comprehension skills and where they be compared to peers. By doing a simple quick write, this is a great informal assessment for students to participate in that will not provide the typical test anxiety so the teacher will most likely get better data from the student's response.(Shen, 2021) Quick writes benefit everyone in the classroom as it promotes critical thinking while also allowing the teacher to assess the student's writing and comprehension skills.

How it can be adapted:

ELL Learner:
For the ELL Learner, the educator should consider given the student the prompt ahead of time and the students native language. This will help the student by having them prepare for the question instead of being caught off guard. It would also benefit the student to allow them to write in their own language and have someone in the school interpret it for the teacher if it can be done. If the ELL Learner is still in the process beginning stages of learning ELA, the teacher should offer the student the option to use symbols or draw pictures instead.

Special Education Student:
For the Special Education Student, there are many modifications that can happen for this strategy. Let's say that the student has a assistive device, that student can type their response in there and speak out their response. You can also provide them with picture cards, have them draw pictures or symbols, or allow them to write only a few words to answer the prompt. The teacher should consider a para-educator for hand-over-hand assistance if needed, extended time, or if a student needs a break.

Future Practice:
This strategy will definitely be used in my future classroom as I think it is great for both an entrance activity and informative assessment. I can see myself using it for social emotional learning purposes where I tell my students to take one minute to write as much as they can about how they feel at the present time; much like a journaling activity. This would be beneficial for myself and them as it builds a relationship. I can also see myself using it like a drill to make sure they are comprehending and soaking up the content I am teaching. Quick writes are so simple and effortless, yet so useful across all content areas and ages.

# data[].attributes.body
Benefits of annotating. (n.d.). Retrieved April 04, 2021, from https://pihegocuhily.ncmlittleton.com/benefits-of-annotating-5977ke.html

Reading and study strategies: Annotating a text. (2020, May 26). Retrieved April 04, 2021, from https://research.ewu.edu/writers_c_read_study_strategies

# data[].attributes.body
About:
Graphic Organizers in Math has a great problem-solving strategy for  learners process information  allowing them to both visualize and organize the information they are learning. (Russell, n.d.) By providing a framework for students to layout their thoughts and processes, students are able to comprehend the steps that are involved in math quicker than if they are not provided a graphic organizer. Finally, just like in any other content area, students are able to compare the information in different areas of the graphic organizer.

When/Who Benefits/Why?
This strategy would be most beneficial to complete when a new problem-solving strategy is being taught/learned with the student. Not only does the student benefit by the breakdown of the visual organization of this math strategy, but the educator can see when a student is making a mistake at a certain step and is able to help the student properly. Graphic organizers also give enough space within themselves for the student to write as big as they want or as small as they want to put any the symbols or notes to assist in them remembering problem-solving strategy in which they are learning.

How it can be adapted:

ELL Learner:

This strategy is perfect for an ELL learner as a graphic organizer as minimal directions and words within its visual representation which leads to less confusion for the learner. For the directions that are in place, those can be adapted to their native language. We can even take it a step further with a more detailed graphic organizer which incorporates a break down of each step in both their native language and in English, but with English Pronunciation and a word bank. By breaking the problem-solving strategy down step-by-step, the ELL learner is more likely to be comfortable and successful with extended time.

Special Education Student:
This strategy is great for students within special education because it is an opportunity for scaffolding and chunking. Graphic organizers can be  adapted and modified for each student per their needs by changing the font of the text for those who may have disability that impacts their sight, the amount of visual boxes, and the size of the boxes which can help them process the information much easily for problem-solving tasks. Graphic organizers provide the step-by-step visual a student with Autism needs if they are struggling with self-regulation during tasks.

Future Practice
I have always loved the practice of implementing a graphic organizer for the use of helping learners arrange their ideas when they are struggling with topics in certain content areas. When it comes to using graphic organizers in math, I can definitely see myself implementing the use of graphic organizers when presenting my students with a word problem. Students who present with disabilities or who are ELL learners can become overwhelmed with word problems due to the wording, font, and amount of information. By allowing students to use a graphic organizer in my future classroom, students can break the word problem down in steps and process the information without feeling overwhelmed by the fear to do well when completing the math problem.

# data[].attributes.body
K-5 Writing Strategies [PDF]. (2004). Virginia Department of Education.

Shen, D. (2021). Quick write. Retrieved April 13, 2021, from https://ablconnect.harvard.edu/quick-write

# data[].attributes.body
Teacher Copy

# data[].attributes.body
Student Copy

# data[].attributes.body
About:
This strategy is similar in a sense to graphic organizer, but students work in a group with their peers to piece together the visual. This cooperative learning strategy has students possess an important piece of information (in this case, a part of the word problem or math equation, etc) and they have to work together to figure out how it links and finds its solution.(hogbin, 2021) A way to take it a step further would be to have the students reflect on their part of the process or what worked in the scenario of the group work.

When/Who Benefits/Why?

This puzzle piece group work strategy would be most beneficial to implement at the start of a lesson when students are just beginning to get the hang of the world problem or math problem within the content.(hogbin, 2021) This strategy is beneficial for the teacher as the teacher can see if the students are picking up on the content by how they are communicating and verbalizing their mathematical thinking with their peers.(hogbin, 2021) Another benefit is that students are able to work as a team to solve a problem which can lead to community based skills in the future, especially for ELL learners and those with ASD. In summary, working with peers builds social skills, teamwork expertise, and higher level thinking processes. (hogbin, 2021)

How it can be adapted:

ELL Learner:

For the ELL learner, their puzzle piece can be in their native language, or that student can be given a puzzle piece in English and one in their native language. Depending on how far along the student is in their ELL learning, they might also benefit from a breakdown of their English language and vocabulary (pronunciations) on the puzzle piece that they are given. Since this strategy already involves teamwork the ELL learner will gain language building skills already, but if the teacher can take it a step further by having the the ELL student having a buddy within the puzzle-piece group.

Special Education Student

This strategy would be great for a student who needs adaptations or modifications because the puzzle pieces could be adjusted to have less text or bigger font, students can pull up the puzzle piece on their AT, and students can also verbally speak their answers. Depending on the situation or classroom setting, the educator can also give the student a word bank of steps to guide the student (s). Finally, the teacher can provide their notes to guide them through the activity with extended time.

Future Practice:

I love this for an idea while teaching math as students can struggle a lot with math problems and word problems. I would implement this one or two days into the lesson so they can work with their peers. By working with their peers, all students (ELL and Special Education students included) can see they may not being the only ones struggling with the content.

# data[].attributes.body
Teacher copy

# data[].attributes.body
Student copy

# data[].attributes.body
Hogbin, C. (2021, April 06). 6 simple (but effective) INSTRUCTIONAL strategies for math. Retrieved April 25, 2021, from https://www.3plearning.com/blog/instructional-strategies-math/

Russell, D. (n.d.). How do graphic organizers help students with math problems? Retrieved April 25, 2021, from https://www.thoughtco.com/graphic-organizers-in-math-2312666