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I like page 182. The "organizes" column is magical. 

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I like page 182. The "organizes" column is magical. 

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are especially helpful for our visual learners. Students can see the ideas and how they're related to each other, and this really helps with comprehension

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Are essential in making sure our students can be successful in our expressive tasks for each lesson.

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I like some of these graphic organizers, but some are completely unfamiliar to me, like the fishbone. How would that be used?

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this list is so helpful.  students love the hands on work!

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this list is so helpful.  students love the hands on work!

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in order to understand the THINKING behind each graphic organizer, I believe that one should always use the same organizer for that thinking.  Students should be drawing their own and templates are not great, because students don't get the thinking by filling in rather than making the lines, boxes, etc. 

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in order to understand the THINKING behind each graphic organizer, I believe that one should always use the same organizer for that thinking.  Students should be drawing their own and templates are not great, because students don't get the thinking by filling in rather than making the lines, boxes, etc. 

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I appreciate the different graphic organizers and its purposes.  It's easy to grab and can be used across various subjects.

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I appreciate the different graphic organizers and its purposes.  It's easy to grab and can be used across various subjects.

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I liked how intentional the graphic organizer becomes when students are encouraged to think about "classes" or "categories"

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I liked how intentional the graphic organizer becomes when students are encouraged to think about "classes" or "categories"

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I like how the chart on p.182 gives descriptions of what the graphic organizes and the language functions. Very helpful.

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Great tools for specific mining of information. Appreciate being reminded of the variety and purpose.

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Graphic organizers are such a great scaffold for reorganizing the text, providing students with an effective scaffold to ensure their success on the expressive task.  Tab 7 has some great new ones to add to our repertoire!

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Good practice is to teach how the graphic organizer shows content with easy content first before using with new learning.

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I appreciate the graphic organizers and the revised Bloom's Taxonomy sheet that matches them to the strategies and skills

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I appreciate the graphic organizers and the revised Bloom's Taxonomy sheet that matches them to the strategies and skills

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Great resource on page 182.  I love the language functions column.

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Great resource on page 182.  I love the language functions column.

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Great reminder to bring this back into my teaching.

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I appreciate gaining this understanding of using graphic organizers in connection with expressive tasks. 

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I appreciate gaining this understanding of using graphic organizers in connection with expressive tasks. 

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Helps reorganize reading to help with comprehension. 

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Helps reorganize reading to help with comprehension. 

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Graphic organizers for re-organizing text

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Graphic organizers for re-organizing text

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Graphic organizers serve the purpose of helping students reorganize information from the text according to their purpose for reading.  (It sounds obvious, but this was a big a-ha for me today.) They are a scaffold that helps them make sense of and find the relationships between the ideas that they will be using in their expressive task.

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I'm excited to try some new graphic organizers specific to tasks!

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I am going to try some different graphic organizers.

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Should you stick to a few graphic organizers throughout the year, or try several different ones? I'm thinking fewer might be better so students can really get good at using them.

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Should you stick to a few graphic organizers throughout the year, or try several different ones? I'm thinking fewer might be better so students can really get good at using them.

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The compare and contrast graphic organizer prompted you to note the compare and contrast language and like the idea of adding the sentence frame or language feature to the chart so that as students are referencing they can  think or speak using language scaffolds. 

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The compare and contrast graphic organizer prompted you to note the compare and contrast language and like the idea of adding the sentence frame or language feature to the chart so that as students are referencing they can  think or speak using language scaffolds. 

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"The essence of comprehension is organization." ~ Shefelbine

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note to self: always align the graphic organizer to the expressive task, it may sometimes work to use/ build on the VBO used before reading

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Graphic Organizers are essential for reorganizing information as well as the other steps in comprehension (background and accessing prior knowledge).  It is essential to know that whatever is on the graphic organizer needs to be put into expressive language.

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Graphic Organizers are essential for reorganizing information as well as the other steps in comprehension (background and accessing prior knowledge).  It is essential to know that whatever is on the graphic organizer needs to be put into expressive language.

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Graphic organizers are great tools to teach vocabulary and help students organize new content.

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I appreciate some new graphic organizers to "mix it up"
Such a great way to organize thoughts.

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In science, students are asked to male inferences. The graphic organizer on page 193 is perfect for that.

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So important to take the notes students have gathered during the readings and organize them into graphic organizers, BEFORE taking it to writing. *Teach it with something familiar before they use it with their new content.

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I appreciate the example of beginning with the language and labels before adding the "content" to the graphic organizer.
I also like the description that graphic organizers are a "brain compatible" strategy for organizing information!

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Students really enjoy using this GO and it's easy to understand for the younger students, like K-1!

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Because of the purposeful planning, the engagement and motivation is super high.

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Deliberate gradual release with who was doing the reading and what they did when they were finished (think, write, pair, share)

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Having a purpose and being organized for both the teacher and the students is key to comprehending text.  Frontloading vocabulary is extremely important.

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Having a purpose and being organized for both the teacher and the students is key to comprehending text.  Frontloading vocabulary is extremely important.

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Vary the kinds of questions, and guide students in using fix-up strategies.

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Using both speaking and writing to organize and share their thinking/ learning.

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Make sure your question follows the receptive task and your focus for reading the text.

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It is important to always check for understanding and then scaffold as needed and ask questions and build background vocabulary

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It is important to always check for understanding and then scaffold as needed and ask questions and build background vocabulary

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Checking for understanding during the chunk so if there's a breakdown in comprehension, it's easier to pinpoint in that specific chunk.

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Checking for understanding during the chunk so if there's a breakdown in comprehension, it's easier to pinpoint in that specific chunk.

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As John said, organization is the key to comprehension--our own and the students.

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As John said, organization is the key to comprehension--our own and the students.

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Chunking the text in manageable ways and being purposeful in the questions being asked

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always relate your comprehension questions to your purpose for reading:)

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It's important to release responsibility to the students but continue to check for understanding

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It's important to release responsibility to the students but continue to check for understanding

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Students can monitor their own comprehension by referring back to the purpose for reading.

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Students can monitor their own comprehension by referring back to the purpose for reading.

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Varying questions based on Bloom's and making sure questions relate to purpose for reading. 

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Varying questions based on Bloom's and making sure questions relate to purpose for reading. 

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Teacher asks text dependent questions and posts the questions on the board. "How does what we just read, relate to our purpose?"

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It is important to have routines and structures so that TPS can be effective and fluid.

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Start with question: "What parts did you not understand? Then have students reread.

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Using sentence stems when students are going to speak / share.  This is great not only for EL students who are learning how to speak English, but also for the students who are not sure what to do or how to start.

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Using sentence stems when students are going to speak / share.  This is great not only for EL students who are learning how to speak English, but also for the students who are not sure what to do or how to start.

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Purposeful comprehension monitoring questions that align with your organizing principle and increase the level of cognitive skills (Blooms)  for the reader.

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Purposeful comprehension monitoring questions that align with your organizing principle and increase the level of cognitive skills (Blooms)  for the reader.

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Students knowing what they don't understand and being able to iterate that is such a big thing and figuring out how to get them to do that via questioning is so important.

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Slowly increasing the level of difficulty when presenting the class with questions. I wasn't cognizant of this in my own teaching before.

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I love the intentional chunking of the text so that the students could turn and talk to process. I appreciate the think - write - pair share at the end to take and support a position task.

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Strategic questioning, staying focused on the purpose for reading, ACTIVE student engagement, and pointing out key linguistic features.

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Strategic questioning, staying focused on the purpose for reading, ACTIVE student engagement, and pointing out key linguistic features.

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Be purposeful with your questions and change them up based on Bloom's Taxonomy. Don't leave comprehension to chance.

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Be purposeful with your questions and change them up based on Bloom's Taxonomy. Don't leave comprehension to chance.

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I like the strategy of asking questions in the order of Bloom's Taxonomy - Retell -> summarize->analyze->critical thinking

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strategic sequencing of questions, A-B partners and guiding students to identify a fix-up strategy

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It is important to ask the students what part they do not understand. Ask them to identify a fix up strategy. Then guide them if need be.

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It is important to ask the students what part they do not understand. Ask them to identify a fix up strategy. Then guide them if need be.

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I want to remember that an artfully crafted lesson does not give away all of the information in the VBO. It is important to use a variety of thought processes in our text dependent questions and put them in ascending order of difficulty.

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The illustration of how the teacher built her questions across Bloom's was so helpful! Also, loved the question: What part didn't you understand and what strategy will you use? 

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The illustration of how the teacher built her questions across Bloom's was so helpful! Also, loved the question: What part didn't you understand and what strategy will you use? 

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Christina chunked the text to allow for step asides, asked students to turn and talk by providing text evidence to support their thinking.

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Determine which words can be quickly explained during reading. These should be new labels for known concepts.

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Determine which words can be quickly explained during reading. These should be new labels for known concepts.

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"Can I ...
Summarize
Organize
Retell
the Text?"

Can I ...S-O-R-T?

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Always come back to the purpose for reading.  She made this connection not only at the beginnng but within the lesson.

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Thinking about what isn't making sense also lets you know what it is you do understand.

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I like how she chunked the information and gave them time to talk to a partner. She gave very clear directions of what to look for and discuss.

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To purposefully scaffold text for students. 

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To purposefully scaffold text for students. 

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It was like watching an artist so skillfully scaffold the reading for all students to experience success. The questions were well developed and students were actively engaged during their learning.

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I appreciate the suggestion of asking a question to draw students attention to their own comprehension. "Which parts did you not understand & what fix it up strategies will you use?" Such a great way to allow for them to employ strategies without telling them which ones/how!

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Is there a way to purchase course units for the work done here?

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Is there a way to purchase course units for the work done here?

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How is sentence deconstruction a fix-up strategy that students would use?

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How is sentence deconstruction a fix-up strategy that students would use?

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Will we be discussing assessing comprehension?

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When was Shefelbine's literacy framework published? It is strikingly similar to the infamous "rope" we keep seeing the SOR trainings. Seems like this framework preceded the rope, but I'm not sure.

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When was Shefelbine's literacy framework published? It is strikingly similar to the infamous "rope" we keep seeing the SOR trainings. Seems like this framework preceded the rope, but I'm not sure.

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I love the idea of giving the students 2 texts to start with, then explore. Or as an opening to explore.

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It saves time - and there is free choice!

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This is a great idea for a unit opener...and really could be done with any subject...not just in ELA

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it's like a puzzle to complete and you continue to gain more knowledge

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it's like a puzzle to complete and you continue to gain more knowledge

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What a great way to hook the students' interest - motivation!

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What a great way to hook the students' interest - motivation!

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Interactive, can engage students at many different levels of language and reading

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Interactive, can engage students at many different levels of language and reading

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I really like the idea of limiting the time to 7 min so that students want to explore/read more.

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I really like the idea of limiting the time to 7 min so that students want to explore/read more.

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What a great way to keep multiple resources for a text without having to search for multiple sources year after year. Choice is awesome and much needed for students at varying levels.

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Is there an item bank of resources, like short videos (based on topic, theme) for MTS?

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Is there an item bank of resources, like short videos (based on topic, theme) for MTS?

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Allows for students choice, interactive.

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Allows for students choice, interactive.

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I like that multimedia texts address different learning styles

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These seem to be more engaging for students. Might lower their affective filter, especially if they struggle with reading.

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These seem to be more engaging for students. Might lower their affective filter, especially if they struggle with reading.

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very aligned to UDL -- student choice and agency

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very aligned to UDL -- student choice and agency

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I like the idea of assigning 1 or 2 as a must-do and then let them explore the rest. 

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I like the idea of assigning 1 or 2 as a must-do and then let them explore the rest. 

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Would love to see a tutorial on how to build one from scratch. Has anyone already made one and can share it here?

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Would love to see a tutorial on how to build one from scratch. Has anyone already made one and can share it here?

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MMT is done at the beginning of a unit only to build background knowledge.  Like the breakdown into 2 sessions of 7 minutes each for exploration, then sharing.

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MMT is done at the beginning of a unit only to build background knowledge.  Like the breakdown into 2 sessions of 7 minutes each for exploration, then sharing.

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I think it is great way to motivate students and provide a space to generate questions that students have.

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excited to find new ways to motivate my students!

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excited to find new ways to motivate my students!

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Good For Building General Background Knowledge

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Good For Building General Background Knowledge

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This is best done at the beginning of a unit or theme. Consider limiting resources or put a time limit on student interaction to not overwhelm. Can be very motivating for many learners.

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provided choice, structured collaboration to build motivation, set the purpose for exploration with the question

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allows me to see what the kids are most interested in when starting a new unit.

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Such a great tool for so many reasons, not least of which is helping the teacher organize resources and relevant information. 

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Such a great tool for so many reasons, not least of which is helping the teacher organize resources and relevant information. 

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Students appreciate choice in their learning. It obviously helps to know your students when choosing what they'd be interested in. They are fun to create.

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Students appreciate choice in their learning. It obviously helps to know your students when choosing what they'd be interested in. They are fun to create.

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It gives the learner a choice of what media they would like to use to build their background knowledge.

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Multi-Media text sets offer choice (videos, articles, podcasts etc) and support students in motivation.

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Multi-Media text sets offer choice (videos, articles, podcasts etc) and support students in motivation.

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What resources exist to view and/or use existing MMTS?