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Students see reading as a place to gain knowledge, and  feel empowered to research their questions rather than just asking an adult

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Students see reading as a place to gain knowledge, and  feel empowered to research their questions rather than just asking an adult

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When you allow the text to be the "expert" you allow the students to find the answer instead of giving them all the information. Where did you learn that, how do you know? Modeling learning by reading instead of just knowing!

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When you allow the text to be the "expert" you allow the students to find the answer instead of giving them all the information. Where did you learn that, how do you know? Modeling learning by reading instead of just knowing!

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Allow students equal access to the information/narrative being discussed

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Allow students equal access to the information/narrative being discussed

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gives the students ownership of the text

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gives the students ownership of the text

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Making the text the expert is a huge equity move because it levels the playing field for all students.  Regardless of their background knowledge or prior experiences, they've all had equal access to the information found in the text.

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Making the text the expert is a huge equity move because it levels the playing field for all students.  Regardless of their background knowledge or prior experiences, they've all had equal access to the information found in the text.

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Allows all students to dive into the text and find the answers to their questions.

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It encourages students to refer to the text instead of the teacher.

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It encourages students to refer to the text instead of the teacher.

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Students are empowered to learn for themselves

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Students are empowered to learn for themselves

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Provides an opportunity for students to co-construct knowledge

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Turn and talks, allowing students to share their experiences, but there is never enough time to let everyone speak and that is hard.

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Turn and talks, allowing students to share their experiences, but there is never enough time to let everyone speak and that is hard.

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Student agency. Teaching them importance of this life long skill.

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When the texts are the expert, then you are making many tiny experts (students) who all have access to the same information and have shared background knowledge.

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When the texts are the expert, then you are making many tiny experts (students) who all have access to the same information and have shared background knowledge.

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turn and talk, popcorn share out, zigzag share

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turn and talk, popcorn share out, zigzag share

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Text can be interpreted and experienced in many ways. It can be the base to which all students can draw from and learn to share their own perspectives.

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The text gives everyone the same information and they can all participate and add to their knowledge base.

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The text gives everyone the same information and they can all participate and add to their knowledge base.

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I am excited about learning strategies for "total participation techniques."

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I am excited about learning strategies for "total participation techniques."

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To create students who are savvy at navigating the text rather than savvy at getting the teacher to point out the answer.

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To create students who are savvy at navigating the text rather than savvy at getting the teacher to point out the answer.

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Lots of turn and talk, share your ideas with a partner, ask partner to explain their thinking. It's been a little harder with covid restrictions since we aren't gathered together at the carpet.

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Lots of turn and talk, share your ideas with a partner, ask partner to explain their thinking. It's been a little harder with covid restrictions since we aren't gathered together at the carpet.

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When you allow the text to be the expert you are focusing the students back to that text and what they can glean from it.

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It opens up for multiple perspectives

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I am excited for kids to be the experts and share what they know.

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I am excited for kids to be the experts and share what they know.

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Love this idea of writing as an exit ticket for language arts. I have so far only used written exit tickets for math.

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Love this idea of writing as an exit ticket for language arts. I have so far only used written exit tickets for math.

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It helps create independent learners rather than dependent learners who rely on others to navigate the challenging thinking for them.

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I love that productive struggle is an expectation!

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I love that productive struggle is an expectation!

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Students write and share out and receive feedback.

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Everyone has the opportunity to find out the answer to the questions. Refer back to the text! 

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Everyone has the opportunity to find out the answer to the questions. Refer back to the text! 

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Students should learn to access information and knowledge from multiple sources, not just one voice (the teacher).

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Students should learn to access information and knowledge from multiple sources, not just one voice (the teacher).

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An "expert text" can avert individual experts from monopolizing over the discussion, but including other expert texts or prompting students to do so can expand the knowledge base and "connect learning."

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An "expert text" can avert individual experts from monopolizing over the discussion, but including other expert texts or prompting students to do so can expand the knowledge base and "connect learning."

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When we allow the text to be the expert we create an environment that builds students to be critical readers and thinkers. This also allows students to be critical of the text and the ideas by asking questions, learning to push back on ideas, compare and contrast ideas from multiple texts. Then students can make their own conclusions andform their own ideas.

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so important for students to talk before they write

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so important for students to talk before they write

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The more the students talk and the teacher listens, the more learning takes place.  Turn and talk.  Elbow partners.  Take one give one.  etc.

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The more the students talk and the teacher listens, the more learning takes place.  Turn and talk.  Elbow partners.  Take one give one.  etc.

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Students are encouraged to share in a variety of ways.  We talk as a whole class, in small groups, and in partners.  Also, giving them time to write a response before they have to share it with a partner.

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Turn and talk, partner, or small group tasks where they need to work together.

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Turn and talk, partner, or small group tasks where they need to work together.

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I just love to hear students talking and building/using new language.

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I just love to hear students talking and building/using new language.

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I post dialogue prompts in speech/thought bubbles front and center for reference in all subjects all year.

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I post dialogue prompts in speech/thought bubbles front and center for reference in all subjects all year.

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Think, Pair, Share - Turn + Talk, provide sentence stems available for scaffolds - revoice others thoughts - collaboration protocols - 4 Corners - Philosophical Chairs, Socratic Seminars

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Collective learning instead of individualistic learning is key.

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Collective learning instead of individualistic learning is key.

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All students need access to all of the text and opportunities.

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Gives lots of food for thought for conversation, not skewed by a teacher's perspective. 

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Gives lots of food for thought for conversation, not skewed by a teacher's perspective. 

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When the students do the talking they are the experts.  They are also more willing to take learning risks when talking with their peers which also in turn helps support language development.

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When the students do the talking they are the experts.  They are also more willing to take learning risks when talking with their peers which also in turn helps support language development.

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Students search for their answers in text rather than from others.  Everyone has equal access to the learning.

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Students search for their answers in text rather than from others.  Everyone has equal access to the learning.

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I am excited to see students engaging with the texts and working with their classmates!

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Not everyone has equal access to text though, so support needs to be considered.

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Not everyone has equal access to text though, so support needs to be considered.

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I currently use turn and talk throughout the day. I mostly pull sticks to share thoughts after talking. 

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I currently use turn and talk throughout the day. I mostly pull sticks to share thoughts after talking. 

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When the text is the expert it allows students to transfer skills to other texts.

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When the text is the expert it allows students to transfer skills to other texts.

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We as the teacher are not injecting our preconceived understandings about the text, but truly letting students do the heavy comprehension lifting using authentic talk with each other.

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We as the teacher are not injecting our preconceived understandings about the text, but truly letting students do the heavy comprehension lifting using authentic talk with each other.

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Creates a safer learning environment, students can be less focused on being "right" or "wrong", more collaborative learning with teacher not just from the teacher 

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Creates a safer learning environment, students can be less focused on being "right" or "wrong", more collaborative learning with teacher not just from the teacher 

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turn and talk...tons of group conversations before asking for responses/dialogue.

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turn and talk...tons of group conversations before asking for responses/dialogue.

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It empowers students and gives them ownership for their learning. 

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It empowers students and gives them ownership for their learning. 