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Consider a First Read process of: students annotate their text digitally for personal notes, connections, etc and send that to you. They also do this digital google slideshow First Read Guide. It will help them synthesize their thoughts/connections, and write a brief summary. See attached.

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What are solid routines you can have (Part 1)?

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What are solid routines you can have (Part 1)?

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Try an Evidence Log via google slideshow, done once a week after any text and/or media. Purpose: Helps keep learning focused weekly on WHY we are reading/viewing what we are-- to build our perspectives on the unit essential questions. See this example attached.

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Here are recent statements I heard from various students at Union High School during their ELA work, as well as a very creative Effective Expression Writing product where a student had to write a psychological report on the character Macbeth. I saw lots of student pride in their work and learning at Union!

"Are we able to annotate this while we listen?" - This indicates to me that students are beginning to or have internalized the annotation process and they see it as a genuine tool to help them process their comprehension. They were listening to a podcast, but also had the text in front of them.

"I see biblical allusions and I think Douglass here is using them because..."  - These students were genuinely able to look at the text through the lens of craft & structure, and reflect on how that would impact the audience.

Below is the student work example of a psychological report on Macbeth:

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SPARKING CURIOSITY! A 6th grade teacher sparks interest in the unit essential question: "How do animals and people relate to and help one another?"

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An Alger middle school student maintains a log of thinking on the unit essential question: "Should we spend valuable resources on space exploration?"

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An 8th grade teacher at Riverside has a consistent reminder of what students are working toward!

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UNIT INTRO CONCEPT BOARD- student created

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UNIT INTRO CONCEPT BOARD- student created

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11th grade, Innovation Central High School. What's happening here? ENGAGEMENT in the unit intro and topic- freedom. Students drew what freedom meant to them (in initial thinking). At the end of the unit, students could repeat the process to show how their thinking has changed and use that as a springboard for the big PBA writing prompt!

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SUCCESS! middle school student example (Sherwood)

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Student Ownership of Learning - using the consumable

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Student Ownership of Learning - using the consumable

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Sara Diaz, Sherwood Global Studies Academy, grade 8

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Sarah Drier, Shawmut, Grade 6, 7, 8

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This page is for us to hear stories from our colleagues (you can be as anonymous of a writer as you decide!) about our kids and our great classroom moments with myPerspectives. To add a post, click the + in the lower right hand corner of this page and start typing. You can also upload a photo, document, link, video, etc! When complete, you can drag your box anywhere you want, edit, delete, etc.