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Model the academic language that will help them be able to understand the question better.

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Model the academic language that will help them be able to understand the question better.

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Model! Model! Model! Collaborative release

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Model! Model! Model! Collaborative release

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Break text into sections, add in formative assessment questions on vocab, have them highlight sections of text in draw-it, etc. to work through annotations.

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Use a tech tool like menti, padlet, or quizizz to do a quick check they understand the new academic language.

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Use a tech tool like menti, padlet, or quizizz to do a quick check they understand the new academic language.

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Have the kids add a page of our frequent academic language to our interactive notebooks. Have them illustrate what each words means

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Have the kids add a page of our frequent academic language to our interactive notebooks. Have them illustrate what each words means

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Different levels of understanding/readiness - read and annotate on different levels.

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-find pics, videos, etc.

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Plickers

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Look at eligible content as a grade level and determine academic language that should be consistently used.

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Look at eligible content as a grade level and determine academic language that should be consistently used.

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Discuss more of the academic language throughout class.

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Watch a video of surfing and skateboarding.  Discuss terms in the text.

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Watch a video of surfing and skateboarding.  Discuss terms in the text.

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Compare landlocked states to non-landlocked states. How many states in U.S. are landlocked?

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Compare landlocked states to non-landlocked states. How many states in U.S. are landlocked?

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annotating and marking up the question and passage

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annotating and marking up the question and passage

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edpuzzle has short video clips on lessons like "infer" , "point of view" and their are questions along with the short video clip or you can assign it to your students

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edpuzzle has short video clips on lessons like "infer" , "point of view" and their are questions along with the short video clip or you can assign it to your students

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whole class modeling -- then break into small groups to find direct evidence along with annotations -- then back to whole group to show what to do with the text

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whole class modeling -- then break into small groups to find direct evidence along with annotations -- then back to whole group to show what to do with the text

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using pictures to have students practice close "reading" (viewing)

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using pictures to have students practice close "reading" (viewing)

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Have kids consistently use the same color highlighters to identify academic language/parts of TDAs.

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Have kids consistently use the same color highlighters to identify academic language/parts of TDAs.

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Use t-charts to help kids organize evidence and explaining before they write the final response

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Use t-charts to help kids organize evidence and explaining before they write the final response