# data[].attributes.attachment_link.title
Cris Tovani: Conference with Shaq (from "Talk to Me")

# data[].attributes.attachment_link.title
A Reading Conference: Teaching Intertextuality to a Student (5-8)

# data[].attributes.attachment_link.description
Lucy Calkins and Colleagues at the Teachers College Reading and Writing Project present A Reading Conference: Teaching Intertextuality to a Student (5-8)

# data[].attributes.headline
Anchor Charts - how can we make them interactive? 

# data[].attributes.subject
Anchor Charts - how can we make them interactive? 

# data[].attributes.body
* self-assessment, using social groups & methods that increase independence
* motivation, keeping teens engaged
* span - meeting the needs of all learners

# data[].attributes.headline
The Teenage Brain Is Wired to Learn—So Make Sure Your Students Know It

# data[].attributes.subject
The Teenage Brain Is Wired to Learn—So Make Sure Your Students Know It

# data[].attributes.attachment_link.title
The Teenage Brain Is Wired to Learn - So Make Sure Your Students Know It - Edutopia

# data[].attributes.headline
Are We Innovating, or Just Digitizing Traditional Teaching?

# data[].attributes.subject
Are We Innovating, or Just Digitizing Traditional Teaching?

# data[].attributes.attachment_link.title
Are We Innovating, or Just Digitizing Traditional Teaching - Edutopia

# data[].attributes.attachment_link.title
Beyond Q+A Six Strategies That Motivate ALL Students to Participate - Edutopia

# data[].attributes.headline
10 Ways To Help Kids With Learning Differences That Could Benefit All Students

# data[].attributes.subject
10 Ways To Help Kids With Learning Differences That Could Benefit All Students

# data[].attributes.attachment_link.title
10 Ways To Help Kids With Learning Differences That Could Benefit All Students - MindShift KQED News

# data[].attributes.body
How many definitions can you find?
Based on that, find your own visuals.

# data[].attributes.body
Print Say, Mean, Matter Chart

Used to help students summarize the text and connect it to a reading.

# data[].attributes.headline
Information Cube - assume mixed abilities; one person word warden

# data[].attributes.subject
Information Cube - assume mixed abilities; one person word warden

# data[].attributes.body
Description: Information Cubes allow students to create a product in which roles are assigned within a group. Application: Use when students are analyzing non-fiction text. Process: Before using this activity for assessment, students should practice roles numerous times. Preview and select non-fiction resources on a specific topic for students or help students select their own resources. Introduce roles by distributing the role descriptions. Organize students into groups of four or five. Set time parameters and provide students with folders to help keep information organized. Instruct students to join together and share their learning by creating an Information Cube, a six-sided cube that must include both text and visuals. The roles are: Data Digger: reads a section of the text to find interesting information and explains why each bit of information is important. The Illustrator: reads the same section of the text and creates a visual representation via picture, cartoon, sketch, graph, chart, etc; makes sure the visual(s) will fit on the cube; creates a side of the cube with a title and group members and role assigned. The Questioner: reads the same section of the text and creates four or five questions based directly from the text; includes all levels of questions and provides at least one open-ended question; includes information on the cube. The Summarizer: works closely with the Data Digger in order to make conclusions and summarize the information; makes sure information is included on the cube. Word Warden: finds words that are not universally known to all; defines them and makes sure one side of the cube includes the words, with salient definitions. Have students present their cubes to the class.

# data[].attributes.body
Description: A game to help students review vocabulary terms. Application: This protocol is useful as a review tool before a quiz or exam. Process: Have a prepared list of vocabulary terms that need to be reviewed. Print dominoes from the domino template (Addendum M), vocabulary term on one side, mismatched definition on the other. Create each set with at least 20 terms. Group the students into partnerships and instruct them to find the “start” card. Tell teams to continue matching terms and definitions, forming a chain of dominoes.

# data[].attributes.headline
Word Webbing - do find connections between words

# data[].attributes.subject
Word Webbing - do find connections between words

# data[].attributes.body
Description: This structure allows students to create a visual representation of their learning. Application: Word Webbing is a graphic prewriting or review activity. Process: Hand out a poster-sized sheet of paper to each group of students. Ensure that all members of the team have a different colored marker. Present the topic to students. Direct them to simultaneously break the topic into parts and further find multiple connections among ideas and/or processes, recording them on the poster paper. Emphasize that each student must contribute to the group effort, as noted by the color of pen. Direct all groups to present the word web and to be fully prepared to justify answers.

# data[].attributes.body
http://www.readingquest.org/pdf/cdmap.pdf
Concept of Definition Maps
The idea is that it's not enough to know how a word is defined in a dictionary sense. Consider what happens with the following word that many 9th graders reading To Kill a Mockingbird may not have encountered before:

Besides the fact that "ecclesiastical" is probably not central to students' understanding of the themes of To Kill a Mockingbird, it remains that the definition they were given is too one-dimensional. They have not experienced its richness of meaning, nor the shades of meaning that help us distinguish words more precisely from one another. The best way for students to comprehend a new vocabulary term is for them to experience it. A concept of definition map helps broaden their experience of new words.

How Do They Work?
Concept of Definition maps consider words in light of three properties or attributes:

category - What Is It?properties - What Is It Like?illustrations - What Are Some Examples?

# data[].attributes.body
Description: Around-the-Room is a competitive spelling bee type of activity. Application: Use this competitive protocol for review. Process: Count-off the class by saying “1, 2, 1, 2;” etc. Direct the “Number 1” students to line up on one side of the room and “Number 2” students on the other side of the room. Ask a question to the first student on Team #1. (If he answers the question correctly, he remains standing and goes to the back of the line. If not, he sits down.) Ask questions back and forth from one side to the other. Tell students the team with a student standing at the end wins.

# data[].attributes.body
Description: In Cloze, students are given a passage with strategic words deleted and are asked to fill in the gaps. This activity is best used in vocabulary-rich subjects. Application: Use cloze as a teaching strategy for determining what students already know about a topic and/or assessing for comprehension. Preparation: Choose text that students will use and delete words that are topic specific, making sure there are enough clues in the text. (It is recommended to double-space and use 12 to 14 fonts in the student document.) Remove at least one word that indicates the order of ideas. To promote class discussion, include among the deleted words some that may generate several alternatives. Process: Teach students ways to find clues that may identify the deleted words. Give each student a copy of the prepared text. Tell students to work on their own, writing one word in each gap in their copy of the prepared text, reminding them to highlight the ‘clue’ in the text. Once finished, direct the students to move into small mixed groups to discuss responses and to decide which alternatives are better. In whole class discussion, review the prepared text and ask students to justify word choices

# data[].attributes.body
Description: List-Group-Label is a semantic mapping activity in which organization of new concepts in connection with prior knowledge is desired. Application: Use List-Group-Label when new vocabulary or concepts need to be introduced. Process: Choose a main topic from a reading and write topic on board. In a whole group setting, ask students to brainstorm and elicit any words that relate to the topic and visually display the words, without interjecting. Pair students and tell them to organize words into subcategories. Call on random pairs to share and justify answers.

# data[].attributes.body
Routines for the classroom to support students to read, write, think, collaborate and talk
http://www.psjaisd.us/site/handlers/filedownload.ashx?moduleinstanceid=4425&dataid=6667&FileName=Not%20So%20Itty%20Bitty%20Book%20of%20the%20CIF.pdf

# data[].attributes.body
Tons of resources here especially on supporting kids to develop academic Tier 2 words. http://ellandsiopresources.weebly.com/building-background--vocabulary-resources.html

# data[].attributes.body
Ask each child to create a chart where he/she writes down words of choice, and rates each one as "know it," "sort of know it," or "don't know it at all."

Then, on the same paper, have them write a definition or "my guess on meaning" for the words they know and kind of know (No dictionaries!)

Before they turn in these pre-reading charts, be sure to emphasize this is not about "being right" but that they are providing you with information to guide next steps in class vocabulary instruction.