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1) Partner reading. 2) Most of the students seemed to like that it was different, and most of the class remained on generally on task. 3) Many students, however, were off task. 4) No questions

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I used "Stretch" Literacy in full band and in our split sectionals. This was great for our more advanced students that understand our concepts quickly or already know their notes and rhythms in the music. I did this several different ways a couple being the following: building on information the students already know about how to balance and tune a major chord, and then seeing which students are capable of going the next level and hearing the difference between in tune and not; the other way we did this is by giving students opportunities to work on more musical/challenging literature like different auditions and performance opportunities (All-State/Solo and Ensemble/etc.). The struggle I run into sometimes is finding ways to challenge those students without losing the focus of the other students (PACING). What usually helps is when one of the other band directors steps in and keeps the rest of the class moving.

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1.  Which strategy did you implement?
I implemented "stretch" literacy, incorporating the concept "I see, I think, I wonder."

2.  What went well?
Students were able to identify what they knew, what questions they had specifically about the material, and helped challenge classmates by extended their understanding and questioning beyond the basics of the mathematical concepts

3.  What were your struggles?
My struggle was that many students did not want to participate because they get self conscious about their responses and questions to the activity.

4.  What questions do you have regarding incorporating literacy into your weekly lesson plans?
My question is how can I get these students to participate in the activity, rather than the same few students who answer questions throughout class?

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2. They did well with drawing conclusions with a supply and demand graph.
3. Some students did not want to participate or answer questions.
4. How to motivate students who do not want to participate in activities?

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1. I used See, Think, Wonder with biotechnology and adaptations.
2. It worked great as a starting point, and allowed me to immediately see how much they already knew and any misconceptions they were bringing in.
3. It was difficult at times to keep them on-task, especially since different students worked at different paces. Once the quick students finished, they would end up distracting the students who were still trying to work.
4. What literacy strategy would you suggest for review applications? See, Think, Wonder seems mostly fit as an introductory tool for new material.

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2. Students really enjoyed reading out loud instead of reading individually on their own. It helped them understand the text much more when they were able to verbally work through it.
3.  Some students were reluctant to read out, especially the ones who were more introverted. I am wondering, moving forward, how to engage students who do not like speaking out when doing tasks such as this.
4. How do you make students invested in being good writers? My students express apathy most of the time when working writing skills. Some are not going to college so they just do not care about being a good writer.

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I implemented the Think, See and Wonder strategy in my ESOL III classes. This strategy works well with readings with a lot of text features. The students can take the small chunks of information and draw inferences from them. It helped my students pay attention to details and recall prior knowledge. They also seemed more interested in reading, since they were able to interact with the text beforehand. In my experience, ESOL students can get overwhelmed when they see a lot of English on a page and this helped diminish some of that pre-reading anxiety. One struggle I ran into, which happens with all groups, is having group members all contribute. I sometimes have situations where only one or two students are doing the work and the others are coasting. Next time I try this, I'll assign specific tasks for the group members.

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1) Summarized a science article and diagrams by partner reading & see, think, wonder. 2) I used this strategy to teach my kids how to collaborate and learn from one another point of views on a certain topic. 3) The students did not want to read aloud to one another at first. I'm not sure if it was due to their different reading levels.
4) How can I help my students decode or build better comprehension skills?

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1. I used Think Aloud with annotation modeling.
2. Some of the students seeded to take ownership of their reading when given to opportunity to decide what was important and what wasn't. A vast majority of the group was engaged in the reading activity.
3. We struggled with a version of the annotation symbols used by the science department. Our other attempt went much better when we used the simplified system found in the Think Aloud presention.
4. No questions.

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1.  Which strategy did you implement?
2.  What went well?
3.  What were your struggles?
4.  What questions do you have regarding incorporating literacy into your weekly lesson plans?