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I am going to work on low stakes writing like making a poem.
current reality -students can increase their amount of writing by engaging in low stakes writing without feeling the pressure of being correct.
action steps - At the start of a new lesson, introduce a word and provide a picture. they will then create a poem. After the lesson, they will create another poem for same word/picture. They can do a gallery walk of the before and after.
Ideal - my students can write more by practicing low stakes writing using poems.

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What reading strategies are you currently utilizing to support critical reading through your content and/or grade-level? chunk text, draw pictures
What reading strategies would you like to start doing to support critical reading? sticky notes, inside/outside
How will you strategically and intentionally plan to scaffold for and support moving the use of instructional strategy to instructional routine?  practice each strategy with groups and do gallery walk to see more examples.

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?-What reading strategies are you currently utilizing to support critical reading through your content and/or grade-level?

Scanning the headings, looking at graphics (tables, images) for context, drawing and labeling with vocabulary.

?- What reading strategies would you like to start doing to support critical reading?

Selecting the ideal text. One obstacle is knowing where to look for the text resources (a reliable hub versus randomly finding articles).

?-How will you strategically and intentionally plan to scaffold for and support moving the use of instructional strategy to instructional routine?

One step at a time, and seeing how the students do with each new strategy before adding to the next.

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How will you strategically and intentionally plan to scaffold for and support moving the use of instructional strategy to instructional routine?  

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How will you strategically and intentionally plan to scaffold for and support moving the use of instructional strategy to instructional routine?  

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Start by using different strategies as a class for each type of text. take it step by step until all students understand the processes. Then build up to giving them a text and they deciding what strategy to use on it

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Prompt:
(for my reference)
How do listening and speaking routines further develop student agency and increase access to rigorous content? What are intentional routines and practices that you already use, and what routines and practices authentically connect to your student population? How can you further develop those routines?

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My name is Christina and I am a science educator in a Secondary setting. The College and Career Readiness Framework connected to agency for me because it provides students with opportunities in life 

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My name is Christina and I am a science educator in a Secondary setting. The College and Career Readiness Framework connected to agency for me because it provides students with opportunities in life 

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My name is Ian and I am a science educator in a middle school general education setting. The college and career readiness framework is connected to rigor for me because I may not be pushing ALL my students, and exploring ways to do so.

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My name is Ester and I am a science educator in EL setting. The College and Career Readiness Framework connected to align the work  for me because I use INB.

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My name is Joseph and I am a elementary educator in a  Gen Ed setting. The College and Career Readiness Framework connected to Advocation for me because students should feel empowered as opposed to do the work.