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How do we help students wanting to use text translations with their cell phones?

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Self-contained English 9–I’ll find a high interest text that relates to our main text. I plan on using this strategy once a week.

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Yes to word walls and scaffolding etc! I think we are really hearing that attention to reading and explicit discussion about text is important!

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Reading passages for lower level readers (I’ll be focusing on this strategy w my self-contained 9th graders who are often well below grade level in reading).

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How does working in pairs and listening to reading work in a classroom of 30 students?

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Offers newspaper articles written at different reading levels and some in Spanish

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If we are planning and implementing 2-3 lesson per quarter, can this take the place of having to also write SLO's?

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I think I would need some more items, like large papers and markers to work with vocabulary idea. More details about schoolwide annotation and what that looks like. To make it more uniform. I use images too with annotations, but someone else may not use that or thought of that.

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When we talk about annotations, there needs to be a uniform definition of that term for the whole school.

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Why is the soil in a swamp nutrient poor?  Isn't there a lot of decaying matter?  There are a lot of plants that grow in the swamp without eating flies.

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Why is the soil in a swamp nutrient poor?  Isn't there a lot of decaying matter?  There are a lot of plants that grow in the swamp without eating flies.

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We have curriculum that was designed for a full 45 days per quarter, but then we are already taking out multiple days for rocket refresh, are constrained on testing days, and have other disruptions. If we happen to have lessons that can adapt to this, okay. But devoting 3 days per quarter to new lessons around PACT is a lot. What are we NOT going to do from our curriculum?

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The unit on quadratic functions might be a good place for this lesson.

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for the materials in our Canvas Classroom that provide templates and models we can adapt for our specific students and purpose.

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Finding more articles that meet the needs of our high school students - especially students who are advanced

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Connection to the continued development of music sight-reading skills and their connection and application to text-based content acquisition/understanding.

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In math - can a gist statement be the work necessary to solve an application problem?

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50 million dollars!!!!! :)

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Is it possible to get posters made with the “Get the Gist Cue Card” for the classroom

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Art: In the beginning of each unit when introducing slide show, using group discussion of parsing out content that is imbedded within slide presentation and also reflecting on what it means in regards to content

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Art: In the beginning of each unit when introducing slide show, using group discussion of parsing out content that is imbedded within slide presentation and also reflecting on what it means in regards to content

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Would love if this was reviewed in advisory so students know it is a school wide effort.

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Where is a natural fit... in your instruction during 1st quarter

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Where is a natural fit... in your instruction during 1st quarter

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Much of PACT is what Reading teachers do explicitly. For teachers coming up from elementary or middle school, this teaching skill is a MUST. PACT is a good reminder for HS teachers who assume kids already know how to read.

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Reading intervention and English classes

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Reading intervention and English classes

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These strategies will definitely be used to break down texts into manageable parts for students. As students continue to practice, they will develop skills to thoroughly analyze and comprehend a text. If these strategies are used across all content areas, then students will develop muscle memory. This muscle memory will create lifelong skills for lifelong learners.

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Literacy Data and How to read the data scores.

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Literacy Data and How to read the data scores.

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Training on the literacy data and where students are struggling. There are many aspects to their literacy levels. what areas are we specifically support? i.e the adjectives, etc.

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It will be based more in a lab setting with background information and then writing a conclusion with claim, evidence and reasoning.

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In a complex unit, it might be good to do this strategy while they are learning. A PACT reading before they know much, another while they are in the middle, and then one at the end to see if they "got it."

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We have already discussed a MISA style question Friday: This fits perfectly

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We have already discussed a MISA style question Friday: This fits perfectly

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use strategies (chunking/ breaking down info, annotate, visual cues, etc.) to help facilitate students to comprehend class text and instructions.

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Engaging texts. Topics or primary sources that the kids will be interested in.

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We read a lot of text in history. I could see using this strategy for informational texts, textbook reading, or even primary sources.

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We read a lot of text in history. I could see using this strategy for informational texts, textbook reading, or even primary sources.

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Could use everyday with every topic so just a case of picking the best: Definite rocket refresh with science articles of student choice when they are autonomous

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Could use everyday with every topic so just a case of picking the best: Definite rocket refresh with science articles of student choice when they are autonomous

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Ideally students would be taught this idea/process with a common lesson near the start of the school year - perhaps during an advisory lesson?

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English - reading written text as well as visual/AV media - in IB lang, we teach The Good Place as a text, and what we’ve found is that we have to teach kids all new terminology for how to read an audiovisual text.

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Perhaps some examples of employing the strategy with a smaller text (word problems)

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Math vocab with visuals chart

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Unsure because I need to reflect on the nature of my subjects 

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Unsure because I need to reflect on the nature of my subjects 

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Use articles to improve students understanding of fitness concepts. Take advantage of students interests by incorporating readings on favorite athletes or teams.

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EML's will not understand the word "gist" and would really need that explained first!

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EML's will not understand the word "gist" and would really need that explained first!

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Although there is not a high volume of reading happening in some of our higher level math courses, understanding essential words and what they imply about successful approaches to solving problems is an important skill to master.

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We read a lot of text (obviously). Most of it is dictated by the curriculum, so the focus/purpose for reading seems important. I like the idea of providing a more singular focus for reading a text. Literary text is layered and therefore, "getting the gist" might by antithetical to understanding the layers. Providing a focus for each layer might require REreading, which is something for which I will have to build in time, but if it works, then it's worth it!

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How much text do you typically read in your classes?

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How much text do you typically read in your classes?

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It depends on the level of the subject I am teaching. With IB, I typically incorporate readings through outlines and then extended responses that involve breaking down readings and applying their content understanding to discuss what is going on in the text. For EML courses, we tend to do more dedicated readings in class, where we chunk readings, highlight vocabulary, and discuss in small groups and then whole class.

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In ELL Social Studies, students are given visuals to engage their curiosity about a new topic, given vocabulary, and work in groups to read. It is normally more than 4 paragraphs and the students do very well. 

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In ELL Social Studies, students are given visuals to engage their curiosity about a new topic, given vocabulary, and work in groups to read. It is normally more than 4 paragraphs and the students do very well. 

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It will begin with a short vocab. list and then I will choose the word of the day to focus on. Students will utilize their list throughout the week to really provide a deeper understanding of the text or assignment. The other focus will be finding the main idea or message of the text.

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Math Pace can be very fast. We do support students by choosing key words and concepts in math word problems so that students are on the right track to solve the problem

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What does a Pact lesson look like in a math class?

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What does a Pact lesson look like in a math class?

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I almost always read longer texts aloud with my students, pausing frequently to clarify content, take questions, and generate discussion. Sometimes even high interest texts aren’t enough to keep them hooked though. We frequently practice close reading of shorter excerpts as well, considering the author’s intended effect.

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But there has to also be accountability of both partners

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For computer science, a lot of vocabulary may be unknown to students. Sure, they might know some, or they say all of it, but I have found that not to be true. So looking at the vocabulary aspect, consider a word wall, or a chance for students to do an activity to reflect their knowledge, both before a unit and after a unit to see if their vocabulary and knowledge base has grown. Articles being based on student interests that were gathered from day one when I asked to get to know them and finding out what those were and being mindful in choosing the reading I am asking them to do.

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Reading in Math usually involves word problems, which students need to interpret in order to identify the needed Math concept/skill.

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Usually one longer text per quarter and several shorter texts such as essays, poems, short stories. Post Covid I find myself assigning more SSR periods in class than I used to pre- Covid. Our teams in English Department make an effort to assign texts of high interest and varying themes.

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How much reading per week? Is this a daily effort?

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Class set of dictionaries

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When are student hearing the overall school-wide PACT message?

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When are student hearing the overall school-wide PACT message?

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There are many reasons and ways to choose a reading. Sometimes a close read of a very challenging text has very different motivations from a building background knowledge text it an anchor text about a main concept. It’s the last one that would draw me most to this type of lesson.

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Parents/guardians should be encouraged to read at home.

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Pre-teaching vocabulary, using visuals, building background knowledge, using graphic organizers

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large laminated poster of cue card for classroom

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large laminated poster of cue card for classroom

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Yes, this would be a great thing to have in every classroom as a schoolwide effort.

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Yes to the poster idea! And perhaps a laminated version for students to keep in their notebooks?

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Art: vocab, talking about it in relevancy to subject.  re-interating vocab and terms as it relates to subject again and again with visual ques and demonstrations

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Art: vocab, talking about it in relevancy to subject.  re-interating vocab and terms as it relates to subject again and again with visual ques and demonstrations

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How do we integrate this when the pacing guide we follow does not have days set aside for it?

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Usually, the texts we use for our EML students are adapted (we have to adapt them). We upload vocabulary and/or reteach vocabulary. Also, we repeat a lot. Repetition is an important strategy for teaching EMLs.

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Usually, the texts we use for our EML students are adapted (we have to adapt them). We upload vocabulary and/or reteach vocabulary. Also, we repeat a lot. Repetition is an important strategy for teaching EMLs.

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In order for students to learn Algebra 2, and more importantly, how to think, the Algebra 2 team incorporates reading text into most of our lessons. For example, what does it mean to solve a math problem? How it that different from simplifying a math expression. We also ask students to use the vocabulary when asking questions, emphasizing that using the appropriate vocabulary makes it easier for all of us to communicate more accurately.

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Key vocabulary- lots of key vocab in my class needs to be explained.
There is a lot of text based reading; some will need to be modified to match the level of struggling readers.

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In math class students will read word problems.

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In math class students will read word problems.

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Does the text you incorporate currently meet this criteria?

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Does the text you incorporate currently meet this criteria?

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Generally, there is a background introduction to activities that we do in the class. More on the order of 2 paragraphs. I have not emphasized this section in the past. This is a possible application of pact in my classroom.

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We use quite a bit of reading in these classes, both secondary sources (items written about history) and primary sources (items from history). These vary in length from just a few sentences to a few pages. Most texts fit within the PACT framework for size and complexity, which tends to get harder through the year as students develop their skills and build up their comfort and stamina. Texts are used in most classes, but not everyday.

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How much text do you typically read in your classes?

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How much text do you typically read in your classes?

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Hon English 12 students are usually assigned a novel per quarter. We break it down by chapters or sections. Sometimes we read aloud in class. We read several pages per day, depending on the text.

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The amount of text we read in English varies by day; in higher level classes students read much of the text for the first time at home, with close reading happening in class. The smaller (non-novel) texts MCPS provides for Honors English classes are all over the place - some appropriate, others not very accessible

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The amount of text we read in English varies by day; in higher level classes students read much of the text for the first time at home, with close reading happening in class. The smaller (non-novel) texts MCPS provides for Honors English classes are all over the place - some appropriate, others not very accessible

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This could look like giving students a data table or graph accompanied by text and having them be able to summarize the data and draw conclusions

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In fine arts, there are key vocabulary for writing and responding to imagery and then modeling how students can use descriptive words out loud and then given them s discussion board and then a rubric for which they will use the vocabulary to assess their works.

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Some students can read, but not "decode" what they are reading to analyze their thoughts.

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Some students can read, but not "decode" what they are reading to analyze their thoughts.

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Generally, students meet with me one on one and I am able to guide any short, independent reading demands based on the students' abilities and level of comfort. Since the work in wholly about them and their plans, goals, ideas, there is a lot of opportunity to provide strategies (accommodations) that would support "below" expectation reading demainds.

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We read something in science about once per 10 days.

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Front loading vocabulary & using background information to showcase possible themes

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we could read a poem, a short story, or perhaps part of a larger work of fiction or non-fiction, but we do our best to choose engaging, relevant, and responsive texts that will draw-in students (quali.), break them down or chunk them into manageable sections (quant.), and provide (prior to the lesson) a warm up to help students activate prior knowledge, and sentence starters, stems, to help them formulate their response to the reading.

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In Social Studies we usually engage with texts at least 3 times a week. You use some texts that would meet this criteria but also some other kinds of texts that would not. It would be an easy transition to incorporate this type of text in social studies.

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Some of the reading for science has vocabulary and definition already written in the text, so it’s a chance for students to learn vocabs by reading.

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Music focuses on the use of literacy skills to decode, encode, and ascribe meaning to symbols just as text-based literacy. The application of this in an ensemble puts the effectiveness of each reader's ability to the test in the fact that each ensemble members's reading ability affects the ensemble as a whole. This transfers to the text-based reading in individual's understanding of common terms and their subjective application in music.

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Reading is minimal in photo and digital art. The majority of lessons that include reading happen in Photo 1 during our history of photography unit. These passages are typically longer than 4 paragraphs, but could easily be broken down differently.

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art: Do about 10 minutes to 20  for text.

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art: Do about 10 minutes to 20  for text.

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For EML students we decide based on the Lexile appropriate for their grade level.

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For EML students we decide based on the Lexile appropriate for their grade level.

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Chemistry includes reading passages/word problems 3 times a week.

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Chemistry includes reading passages/word problems 3 times a week.

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Text isn't typically "dissected" as a whole group, more often in small groups or pairs. Modeling as a whole group might be more beneficial in the beginning so that when they move into small groups they know what to do.

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Text isn't typically "dissected" as a whole group, more often in small groups or pairs. Modeling as a whole group might be more beneficial in the beginning so that when they move into small groups they know what to do.

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My question is how to select a text of appropriate level, or a text for a class with a variety of reading abilities, and how to allow all students to engage with that text.

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My question is how to select a text of appropriate level, or a text for a class with a variety of reading abilities, and how to allow all students to engage with that text.

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I will use it to help the students understand the topic better by having them read manageable and engaging text (articles) that supports the concepts we're learning.

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There is a lot of interpretation of graphs and data in Physics in the first quarter. In later quarters students do research requiring finding and summarizing news articles.

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We typically read something (whether a graph or article) once a week or more. My current readings are at the moment pretty long (more than four paragraphs), but I know I can find things that meet that criteria.

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How often will we be implementing this?

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Honors English 11 - we read a novel per quarter, along with various short stories and poems.

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Honors English 11 - we read a novel per quarter, along with various short stories and poems.

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We do not typically have a lot of text in algebra or calculus courses.  Statistics has more text than other math courses but we typically use the AP scoring rubrics to guide our class writing activities.

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We do not typically have a lot of text in algebra or calculus courses.  Statistics has more text than other math courses but we typically use the AP scoring rubrics to guide our class writing activities.

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daily basis students are reading, but not lengthy texts; often interpreting graphs, but they do research projects where they are doing lengthy readings and it can at times be more challenging depending on articles they choose;  when we choose the "article" it typically meets this criteria, but Biology to many students feels like another language so there are typically numerous new vocab/essential words for students to learn

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daily basis students are reading, but not lengthy texts; often interpreting graphs, but they do research projects where they are doing lengthy readings and it can at times be more challenging depending on articles they choose;  when we choose the "article" it typically meets this criteria, but Biology to many students feels like another language so there are typically numerous new vocab/essential words for students to learn

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Mostly in deciphering word problems/real life applications. Also knowing the relevant vocabulary. We could spend more time to increase comprehension

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In English, we usually read texts longer than 4 paragraphs (unless we're reading poems). We might look at 4 paragraphs at a time before moving to another section, but students are often reading a  novel or longer text. We often highlight vocabulary and reading strategies.

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In English, we usually read texts longer than 4 paragraphs (unless we're reading poems). We might look at 4 paragraphs at a time before moving to another section, but students are often reading a  novel or longer text. We often highlight vocabulary and reading strategies.

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The length of the texts I use depend on the level of French. We study the vocabulary before, during, after

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Slope of a line- skiing
Solving equations- word banks, visuals, vocab

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We generally do not have a reading component in our counseling lessons.  However it is an interesting idea to present the content as an article or piece of writing that students read, and then reflect and discuss. 

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We generally do not have a reading component in our counseling lessons.  However it is an interesting idea to present the content as an article or piece of writing that students read, and then reflect and discuss. 