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Refer to brain breaks that we did in CI 5471.

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Jigsaw:

Small groups are assigned a certain text or section of a text that they must become "experts" on. Then groups are mixed up so that in each new group at least one person is an expert on a different text. These new groups then have a discussion together and go around explaining what individual peoples' texts are about. The jigsaw strategy is great because it makes students fully grasp a piece of text through close reading and analysis, but it also pushes students to go talk about it with others and learn new things from others about other texts that they haven't read quite yet.

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Pro-pay class.

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RAFT Writing:

RAFT stands for role of the writer, audience, format, and topic. An example of something that students could use the RAFT strategy on could be a document from a Congressperson demanding that a certain organization pays higher taxes. In this situation the role of the writer is to pass legislation as a member of Congress, the audience is made up of other Congress members, the format is a letter, and the topic is taxation. RAFT helps students identify the various roles involved in a certain piece of writing, including author and audience. This strategy is done best after reading the text.

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Story Map:

Story maps are similar to concept maps, but they focus more specifically on the "not so higher level" ideas. For example, a story map asks readers to keep track of and write down the main characters and their personalities/appearances, the various settings in the story, and the major problems and their solutions, just to name a few. Story maps should be filled out as students read; it should not be saved until the very end.

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Selective Highlighting:

Students are asked to highlight the most important words or phrases from the text. The highlighted words must be ones that are central to a person's understanding of the text as a whole, such as specific years, locations, or names of characters that are mentioned. This strategy is best used during reading. Teachers should model what effective highlighting looks like, as some students may think that everything needs to be highlighted.

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Exit Slip:

An exit slip can be as simple as having students write down one big thing that happened in the reading from class that day. The slip could be more specific though, such as asking students to write down the names of the main characters from the text that were discussed that day. There are a variety of different questions that the teacher can ask, but the ultimate goal is to make sure students are staying engaged and understand the plot.

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Concept Map:

A concept map allows students to create a visual model of their thinking during the reading process. Upon completing the first reading of a text, students should write down the biggest ideas that stick out to them. From there they should draw lines that connect to other words/ideas. By the end, students can find various connections between all of the words. There is not a rigid set of instructions for concept maps; students should instead be told that the most important part about concept maps is making connections between big, overarching themes.

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Frayer Model:

The Frayer Model helps students unpack and learn the vocabulary in the text that is unknown or unfamiliar to them. The model is to be filled out by students after reading the text (but they should also be prompted to fill it out as they read if that feels better to them). Students must come up with a definition of the word, facts about the word, examples of the word in real life, and things that are opposite to the word. The teacher helps students work through this activity if they get stuck, but otherwise this is a really good small group activity.

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Reading Guide:

Reading guides help students navigate complex texts through answering content-specific prompts and questions. Reading guides also serve as a comprehension check of sorts and promote active reading on the students' ends. The reading guide that the teacher provides must include relevant aspects/themes of the text as well as important vocabulary. The reading guide should be read over before starting the reading, and then during and after the reading the guide should be filled out.

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Sentence Stems:

Students are given the beginning of sentences to help direct them toward higher level thinking and analysis of the text. Examples of sentence stems include "The main idea of this text is" and "The most important details are." Students fill out their sentence stems after reading the text. Teachers can model for their students by filling out their own sentence stems.

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Refer to opening writings/community builders that we did in CI 5461.

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Seed Discussion:

Students fill out the seed discussion organizer after reading the text (but they should also be prompted to fill it out as they read if that feels better to them). The teacher prompts students to look for "seeds" as they read through the text the first time, and after finishing a second reading of the text they put those "seeds" into the graphic organizer. The seed discussion organizer focuses on the following four areas: things that the students don't understand, things that the students want to know, things that are surprising or interesting to the students, and things that are reminding students of other things that they have learned.

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Students write about a certain place, person, or thing that makes them feel particularly safe and protected.

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Students write about what friendship means to them.

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Either / Or: I will create a slideshow with two options for students to choose from (e.g., winter and summer) and students will move to a certain side of the room that corresponds to a specific option on the screen. Students should track the other students that move to the same sides as they do, and they can then pair up for an in-class activity that will follow this brain break.

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There There by Tommy Orange

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Giovanni's Room by James Baldwin

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Double Indemnity by James Cain

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A Small Place by Jamaica Kincaid

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Their Eyes Were Watching God by Zora Neale Hurston

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The White Card: A Play by Claudia Rankine

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Raymond Carver short stories

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Jamaal May poems

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Build a classroom library (YA novels, graphic novels, etc.).

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Students sit in groups of 4 and all write 1 sentence on their own pieces of paper. After 1 minute of writing, the students pass their papers to the person to their left. They keep passing for 10 minutes. Then students read their stories as a table.

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A to Z story: Students form a circle and start with the letter "A." This first student says a word that starts with "A" and then students say single words that start with proceeding letters until it reaches the last student who uses a word that starts with "Z." The teacher keeps track of the story and writes it on their board as they go round.

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How to ID passive voice: "by zombies" method.

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Mary Oliver poems

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Writing workshops (as described by Chavez).

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Students come up with their own goals as writers and we track their progress throughout the year.

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I will give feedback in the middle of the student's writing process.

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Read some assigned chapters/stories/poems in class, and then have students complete the rest of their assigned reading at home.

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When discussing upcoming texts for a new unit, have students give input. Give a synopsis of each text and have students vote on which one sounds most interesting.

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Have students explore different environments for reading so they can figure out what works best for them. Music? Sitting or laying down? Inside or outside?

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Have a cork board for students to put up images from their personal lives (family, sports, pets, etc.)

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"Proud teacher fridge": Have a cork board for students to put up work either from my class or from other classes they are taking that they are particularly proud of.

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Grammar toolkit (a printed out packet) for students to keep in their desks or binders/folders. The toolkit will contain grammar rules and helpful tips that students can refer to when needed.

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Provide different types of journals to students for them to use for daily writing practice either in the classroom or on their own time. Refer to Winn and Johnson's chapter titled "From Gold to Platinum."

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Students self-assess for each writing assignment. Refer to Kirby and Crovitz's chapter titled "Grading, evaluating, and testing writing."

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Students write about what a "hero" means to them and/or who they consider "heroes" in their lives.

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Teach students a variety of texts--novels (of various genres), plays, short stories, poems, movies, lyrics, etc.

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Students make a rubric together at the beginning of the year for their writing assignments. Then they refer to it/follow it when they complete their writing assignments down the line.

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Students write a 5-paragraph essay at the beginning of the year on any piece of media that they have read or consumed recently; I will not grade them, rather I will look for patterns across all students’ papers and come up with lessons plans on the conventions of a general ELA essay and important grammar mechanics that would benefit the majority of the class. In the middle of the year, I will have students write another 5-paragraph essay on a text from the unit we are currently in; with luck, there will be improvements in their writing. If there are not significant improvements, I will speak to the students directly who are needing more guidance and ask how I can better help and support them. Finally, by the end of the year, the hope is that students will have become proficient 5-paragraph essay writers, and they will “prove” this to me with a final essay assignment.

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Classroom is physically designed to be conducive to community and friendship building--e.g., desks won't face the front of the room and be in straight lines, my desk won't be at the front of the room, couches and comfy chairs will be in the room, warm lighting, etc.

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Teach texts that some students have previously consumed and are passionate about--perhaps there is a student who wants the whole class to read something that moved them greatly. It could be as simple as a song.

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Students will not just be writing the conventional 5-paragraph essay. There will be many opportunities for creative projects.

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“Why I Write” by Joan Didion

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Create a classroom music playlist.

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Go outside when possible to do class reading together or just to go for a walk.

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Mindful moments built into the daily class schedule.

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Have the same thing on the screen each day when students walk into the classroom ("this day in music history" for example). Consistency matters!

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"Find my best friend" activity.

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Google Form for students to fill out to tell me what is going well with my teaching and what isn't working for them.

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Google Form for students to fill out at the beginning of the year to tell me what a good teacher looks like to them.

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Time in CA as a paraeducator: could that bump me up in steps regarding pay-grade?

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Have students make a running glossary of critical literacy terms.

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Create a code of conduct Google Form. When a student is not following directions/classroom norms, they are asked to fill out the form. Then I can connect with this student later. This also allows for a paper trail to exist if this student's behaviors get significantly worse and admin must get involved.

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Model annotating texts for students.

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Twitter thread assignment.

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Assigned seats.

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Keep snacks and candy in desk.

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Keep a change of clothes in the classroom.

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Put learning goal/objective or state standard on presentation slide each day.

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GO TO Strategies.

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CI 5307 Info.

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My Diigo