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I'd like to incorporate more text to text synthesizing with fiction - allowing students to make meaning and apply their learning to the real-world.

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abandon leveling texts b/c this only leads to leveled lives....
dare to introduce complex texts to begin process of improving analytical and critical thinking among students
teacher to serve as facilitator by providing a variety of scaffolds to meet authentic needs of students as they grow in literacy

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Improving reading within the content areas will help our students be more successful in higher level learning / education. Challenging students with higher level texts will make them better prepared for reading at the university level.

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high level text is interesting. The article talks about using it in reading groups, which doesn't directly apply to a typical HS English classroom, but the concept of pushing students to read beyond their comfort zone with teacher help available is something important to consider.

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The idea that we use specific literacy language through the content areas will solidify improved achievement in literacy. Using this in conjunction with challenging students' reading levels should improve student literacy.

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Allowing students to provide peer feedback helps them to strengthen their claims

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Allowing students to provide peer feedback helps them to strengthen their claims

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A clear, concise and accessible rubric that is vertically aligned and cross-curricular would immediately improve students' clarity of expectations.

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I'd like to see us use an argument writing rubric across curriculum.
 

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I'd like to see us use an argument writing rubric across curriculum.
 

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In a world language class, we are constantly trying to immerse students in the target language and exposing students to a higher level text easily lends itself to a reading/grammar/vocabulary lesson.

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The strategies I read today already align nicely with our goals in my class, this helped clarify and give next steps for me to help my students progress their skills.

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Require students to think deeply (not just content/comprehension of information).

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I think that teachers could immediately use the idea of 

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I think that teachers could immediately use the idea of 

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giving students text that is above their comfort level as long as the teacher is scaffolding. This will allow students to grapple with higher level text.

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I'd like to try some of the instructional practices to help students better synthesize multiple texts

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I'd like to try some of the instructional practices to help students better synthesize multiple texts

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teacher to model ability to discern evidence within text and deployment of that evidence to take a critical stance

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Challenge students with higher level reading texts in the classroom with teacher facilitating differentiation

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Grade partner/department planning time to design lessons and experiences that promote synthesizing.

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Argumentative writing can be adapted to the learner based on the audience he/she has (Ex. fourth graders can present to 2nd graders or 11th graders depending upon ability, interest, etc.

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Giving students challenging text in class and seeing how they are able to approach the text, digest and make meaning of the text can be used immediately. 

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Giving students challenging text in class and seeing how they are able to approach the text, digest and make meaning of the text can be used immediately. 

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Time to collaborate with colleagues to find higher level texts for students. 

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Time to collaborate with colleagues to find higher level texts for students. 

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This gives the students a clear way to research and structure in which to shape their acquisition of information.

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complex texts to students and develop their agency for critical learning through scaffolding appropriately

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Using a common rubric through the content areas will allow for students to transfer their learning.

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When strategies are common and consistent, student achievement benefits.

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When WL students are presented with words and grammar that they do not know, they need to problem solve and use available resources to help themselves:  language dictionary, consulting with a peer, asking questions and utilizing their resources.  

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When WL students are presented with words and grammar that they do not know, they need to problem solve and use available resources to help themselves:  language dictionary, consulting with a peer, asking questions and utilizing their resources.  

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with 7th and 8th grade teachers to strengthen students synthesizing skills

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procedures

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It gives the students a focus in how to research that will help them be more successful.

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Reading can be relevant to students so better comprehension is ensured.

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Practice with the rubric.

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Work with other grades to be able to vertically align skills.

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By allowing students to struggle, they will build resiliency.