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Collecting of evidence is being done while sorting into what evidence supports their claim and which does not.

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Teachers were delivering feedback on comments delivered with regard to student writing.

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Students were able to explain the purpose of a counterclaim in argumentative writing.

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Students may have shared the same quote, but provided different and individualized analysis.

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Students had a structure for collecting evidence.

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Students are choosing which quotes they focused on, and then explaining why that quote led them to a particular conclusion.

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Student discussion is providing opportunities for students to use text evidence to justify statements and opinions.

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Students were citing text evidence to back up their opinions about plot and character.
Teacher provided just page numbers and the text, forcing them to make notes right in the margins.

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https://drive.google.com/drive/folders/16QdWJsI0qcSyilmUXRDds3_Xp8LHzHLa?usp=sharing

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https://drive.google.com/drive/folders/1ptBq7EPaNEt1eoOJUpdlhhtybkubraXS?usp=sharing

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https://drive.google.com/drive/folders/1wBZHwQq4OCPQfCs0IR8_1sTU0gfABsMJ?usp=sharing

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https://padlet.com/danielgalvin/narragansett-school-system-4fng13ndxsw84h87

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Literacy Strategies into Content Instruction

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5_25_23 Savvas ELA Focus Visit Schedule DRAFT - Google Docs

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3_8_23 Savvas ELA Focus Visit Schedule - Google Docs

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"Did the author make a claim? Locate that claim."

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Routines allow students cognitive energy to focus on analysis.

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Students re-reading text with a particular purpose.

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In a small group, teacher engages in small-group discussion for students who might need additional support to engage with text-based discussion.

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Students are prompting each other to engage with deep meaning of the text.

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Students analyzing images based on symbolism.

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Students engaging with text and coming up with different conclusions.

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Students look at the composition of the photo.

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"You're going to be making notations."

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Students were referencing the text while completing computer-based tasks.

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Explicit discussion of Author's Purpose.

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Students discussing the difference between persuading and changing your mind.

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"How do you know that he used that well?"

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"Can I direct you to the paragraph?"

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"I'm glad that you are picking something meaningful to you."

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Posters on the wall contained text evidence and analysis of literary terms.

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"Do we need just quotes, or can we use text?"

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Discussion of how text can be used while citing the author.

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Students revisiting a text multiple times for multiple purposes, which is indicated by different annotation colors and codes.

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There is not a prescribed time period to be allocated for the close reading process. Teachers have the discretion to allocate the time necessary for students to deeply engage with small passages of text (rather than the entirety of the text) after having completed a First Read for literal comprehension.

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The Generative Vocabulary approach is centered on not just explicit teaching and memorization of definitions, but on students having strategies and resources to make sense of unfamiliar words when encountered in text.