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Students talk to each other about the snippet they got to make predictions about the text.

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Connections could be used for comprehension because it requires the students to use their knowledge of a text/material in order to make the correct connections. This could also be Speaking/Listening as students can discuss their ideas.

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This would work so well for vocab words once students are introduced to them. Students can even make their own game and swap with other groups for review.

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Connections could be used to find synonyms

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Students could create their own connections puzzle - this could encourage them to come up with creative connections between ideas, especially if they're trying to stump their peers!

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Students write their rationale for agreeing or disagreeing using text evidence to support their thinking.

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Students could create their own connections puzzle - this could encourage them to come up with creative connections between ideas, especially if they're trying to stump their peers!

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Students talk/ communicate with each other to talk about comprehension questions or with speaking about their opinion regarding a topic. This can be modified by using visuals, word banks and sentence frames.

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I explored the "Book Snippets" resource. I think this will help them to analyze and comprehend the text. They are able to pull details from the book and discuss. It also gives them a choice, which allows them to pick a quote they are interested in.

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I explored the "Book Snippets" resource. I think this will help them to analyze and comprehend the text. They are able to pull details from the book and discuss. It also gives them a choice, which allows them to pick a quote they are interested in.

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Article of the Week focuses on vocabulary by exposing students to new words in the context of real-world articles. Through each week’s reading, students encounter unfamiliar terms that are integral to understanding the content. They learn to use context clues to define these words and explore their meanings in depth. AoW activities often include vocabulary-focused tasks, such as identifying key terms, creating definitions, and using the words in their own sentences. This helps expand students' academic vocabulary, enhances their reading comprehension, and encourages them to apply new words in both written and spoken responses.

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The Q-Chart would be useful in bolstering student comprehension because it drives students to ask questions at a deeper level, and if they are responsible for being able to answer the questions they generate, while trying to "stump" classmates is an incentive for students to dive back into the text.

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Using the Q chart, students can create high-level questions to prepare for a Socratic Seminar. The teacher can model what a high-level question is vs. a low level, and how to use the Q chart to make the question. Students can use their questions to guide the discussion.