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Who:
What:

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Why is this strategy useful?

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How to use?

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Who: Justin Grinage
What: Give students a topic or themes to discuss; GIST encourages students to xyz amount of words to explain xyz topic

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This strategy is useful because it zones in on one idea, encourages collaboration, and allows students to practice being concise and efficient. It can be a stepping stone for building larger paragraphs that effectively summarize and analyze the material.

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Who: Justin Grinage

What: Ask students what they see and discuss only what they see (not interpret, infer, analyze), based on what they notice in the text how do they interpret what is going on/ what do you think about the text, then wonder about hat is unanswered, what the bigger picture is, how can they connect this to the world

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This strategy allows for students to create building blocks in their reading or analyzing strategies. It can also facilitate discussion around the text but also the context of it in the larger world. They are guided to begin those discussions on their own so that the teacher is not kickstarting the critical nature of the discussion but rather letting the students be independent with their thinking.

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Who: Anna McNulty- Taylor

What: Students come together in groups and gather observation, questions, and quotations

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Who: Justin Grinage

What: Annotation guide -> H: highlight important ideas, U: underline main ideas or evidence related to that lens, M: use 3 question marks and 5 exclamation marks, complete with 3 level 2 to 3 questions

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Who: Anna McNulty-Taylor

What: Students create slides based on books, texts, or pieces of media that have affected them or led them to where they are in their involvement in literature.

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This strategy can be used for many different types of readings and texts. Students can take the text piece by piece and summarize the main idea or point in as a few words or as many words as the teacher assigns. By using a teacher model, students can follow the directions to complete this part properly. Once students have summarize smaller points, they can work together to summarize the entire section in specific amounts of words, similar to the directions for the smaller parts.

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Students will be presented with this model and a teacher example after reading a text. The prompts/ questions will be presented to them as they answer individually or in a group, if assigned.

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This strategy is a step toward creating annotation techniques that will help the student properly close read texts. It allows student to become engaged with the text and become aware of what they are reading, why they are reading, and what it all means instead of passively looking over the texts.

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Before reading, students are given the outline and possible examples of what HUM is. While they read, they will be encouraged to look at these notes or keep the strategy in mind to successfully close read the text.

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This strategy simplifies the main point we want students to take away from reading. They are giving three things to look for which lowers their workload for a reading and it can be divided amongst group member if assigned.

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Students will be asked to move into groups after they complete initial reading of the text. While working together, the group must produce the expected number of observations, questions, and quotations before coming together as a larger gorup and discussing.

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This strategy allows students to reflect on what they read, why they read it, and what it tells them about who and where they are. It can help see what interests them and why in addition to creating deeper understandings about texts they are familiar with and favor.

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Students will be given the textual linage assignment at the beginning of the semester or as an icebreaker actvity. They can compile slides, infographics, or any form of presentation that will display their texts, why they read it, and what it tells them about who they are and their preferences and habits in literature.

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Who: Anna McNulty-Taylor

What: A form or slip handed in at the end of class that will answer an EQ or is a reflection of the class

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This strategy allows students to reflect upon what they did during they class then answer the enduring questions of the day. Students can also give feedback or raise questions about the text or information that they would like answered the next class.

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Students will be prompted to either grab a piece of paper to turn in or fill out a form, like Google Form, at the end of class. They will make their way through the presented questions or prompts and hand them in to the teacher to look over and address the next day, if necessary.

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Who: multiple classes and microteach examples

What: Students in groups will take one part of the text and "master it" to teach it to their group members.

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This strategy is a way for students to become engaged with a part of the text to a point where they will have to discuss it to their peers with little to no familiarity with that aspect of the text. It will help them be active readers and thinkers when it comes to making meaning of a text to help others see it in a similar way.

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Students will be placed into a groups and will be presented the roles in which they will have to fulfill in their group. They will read their assigned role's part and analyze what it means. After reading, they will "teach" their peers what their role's reading was saying and lead a discussion for the reading.

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Who: AMT reading

What: Students will self select books to read for leisure or fun

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This strategy allows students to become immersed in books and reading outside of assigned text. This can help engage them in their interests and become more invested in reading strategies that do not apply to graded reading or texts as the pleasure gained from reading goes beyond educational benefits.

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Students will be asked to pick any text they are interested in, either on their own accord or with teacher assistance, and complete it at their own pace with their own lenses.

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Who: AMT microteach

What: A graphic organizer that helps identify and clarify words and phrases used in the text.

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This strategy/ model will help students eel comfortable with being curious about words, phrases, or topics they are unfamiliar with and would like to learn more about. It can be helpful for identifying ideas under specific lenses and being able to look up the ideas.

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Students will be asked to use the Frayer Model when they are reading hough a new piece of text. When given the model, they will be presented with the lens or expectation for the model when filling the model out. When finished, students will be able to discuss and check their work with the teacher or each other.

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Who: multiple classes from personal experience

What: identifying lenses and contexts before reading

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This strategy is to help students create context before they read. Identifying the history or the time, authorship, and additional information can help students read the text with a lens that could help them engage with the text more and aid them in making meaning out of a reading that could have otherwise been meaningless.

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Before reading a text, the educator will set up the context for a reading including why that is the specific text we are looking at with the lens we are using. Students will participate in researching the author, the historical context, the time period, and other relevant information and assist in setting up a contextual lens for the text.

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What: dialogic facilitation

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This strategy helps students respond to each other and reflect on what they are saying to contribute productively.

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Students should write about this given topic beforehand. Have them pair off and talk and before one student talks, they should reiterate the last point made to create understanding. Afterward, students should be able to reflect on the activity: what did they learn in the discussion and what will they do better next time.

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What: conversation and discussion practice

relates to chalk talk (on board instead of on paper)

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Students have conversations on paper in silence allowing all students to have opportunity to participate equally in discussion. While students read a text, ask them to identify words, phrases, sentences. etc and the other responds directly to the text, elaborate on ideas, comment, or relate it to their understandings. Conversations continue until the paper makes it all the way around the group. When it makes it back to original student, they choose two conducive points they would like to share in groups.

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What: create knowledge and facilitate discussion and reflection.

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Chunk: Teacher "lectures" or provide general information for students covering a specific topic and strategy.

Chew: Students are asked to participate in small group or class discussion to expand on the original topics to infer deeper ideas.

Review: class goes over ideas and what they discovered in their small groups. (RAP- review, anticipate, expand, combines all stages of CCR)

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The specific style of writing a paragraph to help achieve a fluid piece of text.

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Students will be asked to use this form when writing summaries or objective pieces.

R: restate prompt/ question in the form of an introductory sentence

A: Answer the question

C: Cite evidence to prove the claim

E: Explain and Expand

R: Restate thoughts and conclude

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Allowing students to think critically for themselves before they ask.

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Students will be instructed to think of three ways to solve a problem or answer a question before asking a question to the teacher. This can include: thinking a step further, asking a friend, looking it up, referencing notes/ syllabi...