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305, 125

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Question: How does the partner reading with thinking notes strategy impact the level of task and student enagagement?

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Question: How does the partner reading with thinking notes strategy impact the level of task and student enagagement?

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Latin 1: Students in the second half of first term
ESL 2: Students in the second half of third quarter.

We wanted to jigsaw texts in our ESL and Latin 1 classes. In ESL each group was focused on a poem and in Latin 1 each group was focused on a myth (written in Latin.) We decided to use partner reading with thinking notes in expert groups to help our students gain a thorough understanding in their first exposure to the texts. We then gave our students the opportunity to share what they learned with their classmates from other expert groups.

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* modeling of partner reading contributed to consistency and even distribution of engagement with the task

* prior scaffolding of vocabulary proved to be an important step before task, which allowed students to focus more on the partner read and the thinking notes

* arranging seating so that all students were equidistant and facing each other was important to the distribution of participation and engagement

* graphic organizers for thinking notes kept students focused and allowed for smooth transitions into follow up activity (in this case reciprocal teaching)

* Planning for students who finished early became necessary

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* Careful structure without over-scaffolding is important

* Explicit directions and clear expectations were important

* In an activity of this nature it is important to anticipate that students at different levels will finish at different times

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EDGE textbook with selected grade-level literature

Projected Slide with instructions [and printouts for group reference]

Worksheet for text annotations]

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Four worksheets containing four different simple Latin myths and a graphic organizer

Additional graphic organizer for students to complete in follow-up activity

Projected slide with instructions