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i think reading together group writing with WICOR its different ways we can go by it being sssi look forward using it

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I use quick writes a lot, I also really love to have students ask different leveled questions for Socratic dialogue.  I need to focus on more collaboration but do love having students work in groups.  Organization of materials has become a huge focus point for me but wonder what this looks like in distance learning?  Reading for meaning with vocabulary and paraphrasing has been a staple for a long while in my class.

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I will be incorporating different AVID strategies, such as 3pi writing, etc, we will be asking questions about why things work, when we use these, and creating questions for our peers; we will be discussing ideas in small groups or with peers as much as possible; we will practice productive, useful notetaking, and perhaps using a digital INB;

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Quick writes
Group reading
Implementing more inquiry type lessons as well as developing organization within the classroom.

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Reminding my scholars of the skills they learned in AVID to use them when facing challenges with reading or writing. Using simple methods to better understand concept or material.

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I can implement WICOR into crew lessons by providing a space for students to write their reflections down, and then discuss them, rather than jumping right into a discussion. Using a format like Padlet or Jampboard will be a useful resource to do this in digital learning.
There is a lot of collaboration built into the the structure of crew, but I think we could do a better job of explicitly reminding students what they are practicing when they use the structures we've put in place (ex. restore, circle, service learning.).
Organization is something I'd really like to bring into crew more that what we've been doing. Formalizing a useful and updated way to use portfolios, for example.

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W - Narratives
I - Transdisciplinary and Subject Based Essential Questions. Researchable questions created by students.
C - Group projects, turn and talks, music go around...
O - Specific colors for folders and notebooks used for different subjects (i.e. red=math, blue=ELA...etc.)
R - At Urban Academy we use the BIG 5 (predict, context clues, summarize, author's purpose)

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I want to continue the interactive notebook idea that I started last year. It allows for students to see how their writing has progressed throughout the Quarter, Semester, and school years.

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Students are going to be keeping an interactive notebook in science (esp during distance learning), this is a place wher they can organize their learning, practice critical reading skills and focused note taking and then coming back to the notes as a resource for a product

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w- (5) paragraph Essays, Focused note taking
i - Webquests, research
c- small group activities (license plate)
o-binders...ultimately e-binders
r- readings, highlighting, underlining, summarizing.

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-Cornell notes
-CHUNKING
-notice and wonders
-thinking of questions where the answers are in the reading/notes

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I plan to continue to implement WICOR into our smaller sped classes. Specifically focusing on how to blend social skills/soft skills into a more formal academic collaboration format. I am also going to focus on multiple forms of writing for real world (emails, resume, etc).

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As a SSS a lot of the support we do is to reinforce patterns. Often students are not sure of if they should be taking notes or not for example. Helping students to "Chunk it" and familiarize themselves with the process. Having conversations and break out groups is very helpful for my students. It is very important that SSS also encourage and support even the smallest uses of WICOR in our small groups to help achieve small victories so the student can build confidence in their skills and actually see WICOR working in action.

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W- quickwrites, written discussion
I - different types of questioning
C - collaborative discussions, book clubs (this will be most challenging during distance learning, I think)
O - C-Notes, trying out digital notebook this year
R - independent reading, different types of texts