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It could be used as an exit slip from a reading or could be used as a way to show students have read the assignment

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You could use this in reading Health or science texts (with younger grades), critically looking at what the text says in familiar terms, and applying it to life choices.

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This could be used to launch inquiry/investigations of deeper questions across a class (on a particular topic), making each student an "expert" in an area of interest that is related (and based on questions that emerged as they read and wrote).

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Thanks for the chance to read with another person.
Another tool in my teaching toolbox.

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Do this with students' own research writing to expose questions and deeper consideration of what might need to be included for readers' needs.

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Praise: Much harder than I would have thought but still doable.  I enjoyed this!  Great use of technology.
Question: To what age/grade do you typically teach this lesson? What comments did you expect on Schoology?
Application: Review tool

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P:I like the exercise.  The team idea because of the complexity of the sources.
Q: What's the significant difference between an abstract and a summary? Or a summary and a paraphrase?
A: I will use this in conjunction with my initial unit on the Declaration and Constitution as well as with the abstract that I require with my research paper.

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I enjoyed the use of both print and online resources. When reading, I want to mark it up and be able to touch it, write on it, and use it.

However, in commenting, I liked responding in Schoology. I was able to focus and read/listen rather that wait to insert my comment.

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P:  Very intriguing article that is rigorous and relevant. Good step by step process.

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P:  Very intriguing article that is rigorous and relevant. Good step by step process.

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Q:  What is the shortest abstract that you use?
A:  Hammurabi's Code

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Praise: I like that you were willing to try something out of your comfort zone. :)
Q: Can this be used for any type of document?
Q: Can this be used for any grade level?

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P--Very engaging; we had to work together to scrutinize and interpret meaning--the true definition of "close reading."  It also made us discover further questions.

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Praise- I liked the idea of using stars to set up groups. It lets fate decide. :-)
The terms "pair and share" and "turn and talk" are catchy for grade-schoolers.
Front loading summarizing (with the fun cartoons) made it easier to have a clear understanding.
I found the modeling metacognition t be very helpful.
Good combination of independent and group work.
Questions-
DO you ever give students strategic stars (i.e., you'd like student A and B to work together, rather than letting fate decide?
How do you address students' feelings at the thought of racial exclusion?

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Praise: I really enjoyed connecting history to summarizing. I love learning about that time in history.
Question: Have you found that this type of document difficult for elementary students?
Application: I could use this to introduce summarizing to students, but I'm not sure how young ones would do with a word limit.

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PQA:
Praise: I like that you didn't shy away from a really tough text. This allows the students to see that they can attack something challenging.
Question: How long might this take in the classroom?
Application: This would be a good tool for rhetorical analysis -- tough text and really complex argument.

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Did you use this because of current events or do you do this as part of a unit (and serendipitous timing)?