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it can breakdown the text and help students focus. 

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it can breakdown the text and help students focus. 

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It makes the topic more digestible and give a smoother pathway for them to come to their own conclusions

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I think this process simplifies and provides the reader to better understand what they are reading. Catch seems more complicated, each time I have done Catch, I have to constantly explain to the students what they are expected to do. Most of them just underline or circle a few words and don't even take the time to define them or say what they don't understand. This helps them to understand what the topic is and give a point of view which demonstrates an understanding.

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The challenges for PE classes include class size and the fact that gyms are not conducive to reading and writing activities due to lack of student desks/chairs. --Sosa

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The challenges for PE classes include class size and the fact that gyms are not conducive to reading and writing activities due to lack of student desks/chairs. --Sosa

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It's another tool to help enable students to get a better understanding of the text.

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I think it makes reading a lot easier because you know what the purpose of reading the article is if you already have questions to answer as you go through the reading

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I believe that consistent use of GBTJs will allow students to comprehend more challenging readings on several different levels such as literal and symbolic significance. The student will also be able to better develop an understanding of deeper meanings and biasness by authors.

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It can jump past basic behaviors, such as picking out unfamiliar words.

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It can jump past basic behaviors, such as picking out unfamiliar words.

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Students may already have strategies for mechanics like vocabulary understanding that they use. They don't need to focus on that all the time, and can focus on general, then detailed meaning.

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Makes the reading a lot more engaging and easy to understand. Students already know what the objective is

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It definitely helps students focus on the content of the article. And I think it makes it easier for them to understand what they are reading.

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It definitely helps students focus on the content of the article. And I think it makes it easier for them to understand what they are reading.

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If ELD students understand very few of the words, they may have a hard time finding the main idea. 

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If ELD students understand very few of the words, they may have a hard time finding the main idea. 

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It helps students have more agency in finding out the "why" of the text.

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It helps students have more agency in finding out the "why" of the text.

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Some students need additional help with reading. If students aren't able to read the text they can not annotate the text either. Students will need additional supports and working in pairs will not be enough. What can be done is present new vocab. terms, spark a conversation about covid vaccines, and chunking the reading material enough so that students are able to comprehend the text.

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It can help students to find the main idea in almost any text. It is a great resource to have students see the big picture. 

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It can help students to find the main idea in almost any text. It is a great resource to have students see the big picture. 

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I don't see this strategy being very applicable to our most impacted alternate curriculum students. Some of them don't have the reading skills for this yet.

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What are ways I can integrate this in a math a class? What are the questions the students need to respond/annotate in word problems or instructions.

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Annotating the text will help students retain information from the text and also organize the information.

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I am wondering how I can use this tool when students are reading a science-based text. I imagine it would be something similar to the non-fiction one, with some minor adjustments.

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I find it more meaningful. It bypasses the surface level stuff and jumps right in to talking to text where I believe comprehension is more likely to pop. On the other hand it is possible that beginning readers may still need define words and ask clarifying questions. 

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I find it more meaningful. It bypasses the surface level stuff and jumps right in to talking to text where I believe comprehension is more likely to pop. On the other hand it is possible that beginning readers may still need define words and ask clarifying questions. 

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I like that this is a new and fresh idea.  And that hopefully student's and teacher's will buy into it and use it.  The GBTJ strategy seems to be more precise.

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I like that this is a new and fresh idea.  And that hopefully student's and teacher's will buy into it and use it.  The GBTJ strategy seems to be more precise.

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I think it can train students to slow down because they are forced to periodically stop and process what they're reading. 

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I think it can train students to slow down because they are forced to periodically stop and process what they're reading. 

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I could see there being some difficulty in implementing in non-English classes where there is often not as wide a variety of genres studied. That said, I do see opportunities to modify for different forms of "reading" (I do this with different forms of data representation like graph formats, force diagrams, readings, architectural floorplans, etc). I think the main focus is on getting students to focus on thinking tasks, thus teaching them to see reading as a tool and not an assignment (or worse, a punishment). Also, after writing that title, I'm seriously considering finding some way to shoehorn poetry into my classes!

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They similar in they're asking students to identify the main idea of the paragraph. They're different in that it's a more structured approach. Stopping and giving them direction in what exactly to do.

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They similar in they're asking students to identify the main idea of the paragraph. They're different in that it's a more structured approach. Stopping and giving them direction in what exactly to do.

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Some students don't know what a genre is, so frontloading the term "genre-based" would be helpful.

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Using GBJTs for reading provides students with purposeful tools to interact with any text. I appreciate how versatile they are and how you use leveled questions to guide a students understanding throughout the entirety of any text. 

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Using GBJTs for reading provides students with purposeful tools to interact with any text. I appreciate how versatile they are and how you use leveled questions to guide a students understanding throughout the entirety of any text. 

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I think it can really help break down more difficult readings into 2 essential questions which should allow student to get an overall idea as to what the reading it attempting to describe.

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How can I expand on this for our students who may think this is repetitive work? I would like to use this as much as possible and fear that some students may consider it predictable. Other than that T, POV and Central Idea JOT have a home in my classroom.

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How can I expand on this for our students who may think this is repetitive work? I would like to use this as much as possible and fear that some students may consider it predictable. Other than that T, POV and Central Idea JOT have a home in my classroom.

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I think there would be challenges from the students questioning bringing reading/writing into the art class (it has happened before). Outside of that, I can see this being implemented through an Art History lesson. 

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I think there would be challenges from the students questioning bringing reading/writing into the art class (it has happened before). Outside of that, I can see this being implemented through an Art History lesson. 

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How to measure the effectiveness of this tool

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You might miss a focus element that could be essential. But I think that would still be on the instructor to know the text, their students, and what they want the focused learning targets to be and then it wouldn't be a big deal.

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You might miss a focus element that could be essential. But I think that would still be on the instructor to know the text, their students, and what they want the focused learning targets to be and then it wouldn't be a big deal.

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Implementing the GBTJ strategy helps because a big passage is being chunked, discussed, and annotated. This not only helps students have a better in debt understanding of the text, but it also eases the mind knowing we will be tackling small tasks. Additionally, having the annotation key at the top helps students' attention because it serves as a nice reminder to what the task is.

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Using GBJTs for reading help students to find the main idea faster and understand the concept.

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A challenge would be for students who are usually off task and would not complete their reading because it might seem "too hard"

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I like GBTJs as they provide students opportunity to developed comprehension skills, but most important, it allows me to focus on the main point of the reading. 

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I like GBTJs as they provide students opportunity to developed comprehension skills, but most important, it allows me to focus on the main point of the reading. 

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Great tool to use with my students.

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Students have clear expectations for reading, while also gaining full knowledge and understanding of the text. When you have clear expectations and know what to do, it creates less stress when approaching a text.

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I like the GBTJ because like you explained it's a simpler more focused version instead of trying to remember I have to do this, this, this, this and this, students can focus on the topic and point of view.