# data[].attributes.body
Focus on language in the context of meaningful activities

Promote content acquisition and language development for ELs in secondary classrooms

From our ADE Experts - AZ Content Standards + Principle 2 of AZ's LDA + ELP Standards --> Learning opportunities for English Learners

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Fundamentals Literacy 6-12 Ch 15 Slide Deck

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Jamboard: Teaching Adolescent ELs in Arizona

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Jamboard: Teaching Adolescent ELs in Arizona

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As the experts share information on each slide, find the corresponding Jamboard note catcher slide and leave a sticky note with thought/ideas/reflections for current practice related to the topic.

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Ch 15 Teaching Adolescent ELs in AZ - Google Jamboard

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HyperDoc and Resources from our ADE OELAS Experts

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HyperDoc and Resources from our ADE OELAS Experts

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Thank you to Denella Kirkland and Michelle Scott from OELAS for being our experts tonight!

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Integrated ELD Instruction: Secondary Classrooms

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Literacy Foundations for English Learners - Dr. Elsa Cardenas-Hagan

Research-Based Methods of Reading Instruction for English Language Learners - Sharon Vaughn and Sylvia Linan-Thompson

VSL Webinar: "Reading Intervention for Middle School English Learners: Changing the Trajectory" (recording) - Dr. Antonio Fierro

Note: ADE does not formally endorse authors, books, curriculum or other products. When getting and researching text for specific supports and instruction for English learner, ensure that your LEA and/or school is still implementing programs and services in alignment to Arizona's Language Development Approach (LDA) and State Board of Education approved SEI Models.

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The feedback on the survey will help guide future related PD and book studies. (The survey link will be shared in the last book chat session, and link will be in final email if you weren't able to attend the session.)

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Please join me for our next Secondary ELA Book study on the book Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, 2nd Edition.

The book study will begin Thursday, April 7th. The book flyer attached has all the registration and ordering links. Please feel free to share widely!

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March 24th - Secondary ELA Quarterly Office Hours

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March 24th - Secondary ELA Quarterly Office Hours

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Register: https://ems.azed.gov/home/calendar?sd=9098

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The Meadows Center - 10 Key Reading Practices for All Middle and High Schools

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The Meadows Center - 10 Key Reading Practices for All Middle and High Schools

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Please bookmark this page for upcoming professional learning opportunities and guidance for all secondary ELA educators!

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The Arizona Department of Education is focused on the importance of teaching children to read. It is important to continue this focus into the secondary classroom, including middle school and high school. In short, literacy instruction remains every bit as important in the older grades, as it is in grades K-3. The resources provided here are meant to assist secondary (6th-12th) ELA educators and parents in providing the best instruction for all Arizona students.

ELA Standards Grades 6-12

The Arizona English Language Arts Standards define the knowledge, understanding, and skills that need to be effectively taught and learned for all students to be ready to succeed in credit-bearing, college-entry courses, in the workplace, and/or in military service. The standards present a vision of what it means to be a literate person in the twenty-first century.

Grade-specific K-12 standards in Reading, Writing, Speaking and Listening, and Language translate the broad aims of The Arizona English Language Arts Anchor Standards into age- and attainment-appropriate terms. These standards allow for an integrated approach to literacy to help guide instruction.
You can access the Grade 6-12 ELA Standards, as well as the Vertical Articulation of Standards, Glossary, and other guidance materials on the Standards: English Language Arts webpage.
Interventions for Secondary/Adolescent Readers

This resource section is under construction, but a great place to start is:

IES Practice Guides - Institute of Education Sciences has provided a set of recommendations for evidence-based best practices to address challenges in classrooms and schools that serve the secondary grades.

Reading | Literature Resources

Achieve the Core - Text Complexity Toolkit

All About Adolescent Literacy - AdLit.org is a national multimedia project offering information and resources to the parents and educators of struggling adolescent readers and writers.

AdLit Classroom Strategies - Before, During, and After Reading

CEEDAR - Disciplinary Literacy Course Enhancement Module

EdWeek - Spotlight on Adolescent Reading

GELN - Essential Instructional Practices for Disciplinary Literacy in the Secondary Classroom

IES Practice Guides - Institute of Education Sciences has provided a set of recommendations for evidence-based best practices to address challenges in classrooms and schools that serve the secondary grades.

Keys to Literacy Adolescent Literacy Resources - Joan Sedita of Keys to Literacy provides resources focused on adolescent literacy. Adolescent literacy encompasses the skills that must be taught to all students so they can meet increasingly challenging reading and writing demands as they move through the upper grades, as well as what needs to be done for those students who fall behind who may need intervention instruction in foundational literacy skills.

Meadows Center, Partner Reading Teachers' Guide - The purpose of this guide is to provide teachers a feasible partner reading procedure that can be used in middle school classrooms.

NCTE Bookstore, Adventurous Thinking: Fostering Students' Rights to Read and Write in Secondary ELA

NCTE Students' Right to Read - Plethora of resources for engaging students in literature.

ReadWriteThink - Powered by NCTE. ReadWriteThink is a teaching and learning community for English Language Arts teachers from K-12th grade with resources providing free access to the highest quality standards-based practices, lesson plans, videos, activities, and apps.

WestEd Publications, Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms

WestEd Reading Apprenticeship - What if instead of teaching around the text, lecturing, or summarizing for students, teachers engaged students in actually grappling with text - reading and talking about what it means and how they figured it out? WestEd has provided resources and materials to teach reading in a metacognitive way.

Writing | Grammar Resources
Writing Contests
JFK Profile in Courage Essay Contest - The Profile in Courage Essay Contest opens for submissions in the Fall of each year.

National Novel Writing Month Young Writers' Program - National Novel Writing Month (NaNoWriMo) takes place in November. The Young Writers' Program supports under-18 writers and K-12 educators as they participate in the November event, and take part in smaller writing challenges year-round.

Pulitzer Center - Local Letters for Global Change: A Pulitzer Center Writing Contest, deadline is November 13, 2021
Grammar Resources
Heinemann Publishing, The Grammar Planbook

NCTE Bookstore, Grammar to Get Things Done: A Practical Guide for Teachers Anchored in Real-World Usage

Stenhouse Publishers, Revision Decisions: Talking Through Sentences and Beyond

Stenhouse Publishers, Everyday Editing: Inviting Students to Develop Skill and Craft in Writer's Workshop
Writing
Keys to Literacy, Keys to Content Writing Resources

IES Guide, Teaching Secondary Students to Write Effectively

Parent Resources

AdLit.org, "Organizations that Promote Adolescent Literacy" - From lesson plans and classroom tools to free books and opportunities to publish students' work, nonprofit organizations have a lot to offer parents, teachers, and struggling readers themselves. Learn about some nonprofits with a commitment to helping young people become better readers and writers.

AdLit.org, "Parent Engagement in Transitions to Middle and High School" - Using the 3A framework (Attendance, Achievement, and Attainment) for dropout prevention developed by the America's Promise Alliance and the Annie E. Casey Foundation, this article highlights specific knowledge that parents need to support students' success, as well as ways that schools can engage parents as partners.

AdLit.org, "Engaging Parents to Support Academic Achievement" - Academic achievement is a strong predictor of high school graduation and is critical to long-term success in college, work, and life. A sixth grader who fails math or English, has unsatisfactory behavior, or poor attendance has a 75% likelihood of dropping out. Freshmen in Chicago public schools who earn a B average or better have an 80% chance of finishing high school with at least a 3.0 GPA.

IES, "Literacy Tips for Parents of Adolescents" - Based on common instructional elements , these are activities that parents can initiate at home to help ensure successful literacy outcomes for their adolescent students.

Meadows Center, "How Can I Help My Middle Schooler Read Multisyllabic Words? Five Helpful Steps" - This resource describes a simple strategy you and your child can use to help decode long words.

Scholastic, "17 Ways to Keep Your Middle Schooler Turning Pages" - As your kids get older, they may put reading on the back burner. Learn the best ways to keep them turning the pages with these helpful tips.

Assessment

ADE Assessment - Educator resources for the new Arizona state assessments. [ AASA (3rd-8th), ACT Aspire (9th), ACT (11th)]

Including:

Performance Level Descriptors and Item Specifications (AASA)

Arizona State Standards Alignment Guide (ACT and ACT Aspire)

Graduation Supports

High School Graduation - Information and Requirements

PostSecondary Resources - Resources and Events

OELAS Guidance - High School Credit for Integrated and Targeted ELD (August 2022) | Townhall Presentation 8.17.22 | OELAS Homepage

PROFESSIONAL LEARNING OPPORTUNITIES

Current Opportunities
Secondary ELA Quarterly Office Hours
Secondary ELA Quarterly Office Hours is a virtual opportunity to collaborate, share, and learn about secondary reading and literacy information from the AZ Department of Education with secondary ELA literacy educators and leaders from around the state. Register for the July 13, 2023 meeting!

Past Meetings:

Earn PD credit and collaborate with other secondary ELA teachers! A variety of topics including: reading comprehension, writing, secondary MTSS, collaboration with Social Studies, and more! - use search term "secondary ELA"

Register - use search term "secondary ela" to narrow down your search
ALL ELA Professional Learning Opportunities
Current PD from the whole ELA Team:

K-12 Literacy Office Hours once a month - come join us to hear the latest ELA news!

Arizona Reading Fundamentals OnDemand Academy - This academy offers schools a variety of free knowledge blocks on demand. Each knowledge block includes several different sessions. Each session includes three recorded presentations and pre- and post- activities. Districts and schools are encouraged to utilize these resources as a part of a comprehensive professional learning plan that is data-driven, sustained, intensive, collaborative, job-embedded and instructionally focused.

Register - use search term "k12-AS-ELA" to narrow down your search

APLD Support:
For questions regarding registration, certificates, accessing courses, etc. please refer to our: APLD FAQs
Sign up for ELA Listserv:
To stay on top of the latest Arizona ELA news, join our listserv!

Secondary ELA Book Study

Fall 2023

Join the ADE English Language Arts Team for a FREE Secondary ELA Focused 8-week book study. Thursdays from 4:30-5:30 MST (9/7 through 10/26). Everyone is welcome!
Text: Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, 3rd Edition by Cynthia Greenleaf, Ruth Schoenbach, Linda Friedrich, Lynn Murphy, and Nika Hogan
To order: Wiley Publishers

Improve student outcomes in reading and literacy with the latest edition of this bestselling text! The newly revised Third Edition of Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms is the latest iteration of the best-selling, landmark book in the field of adolescent literacy. The book contains strategies for boosting the reading independence of middle, secondary, and college students. Research conducted by NSF, IES, and OII has validated the model taught in Reading for Understanding, demonstrating its effectiveness in raising students' reading achievement levels. The authors teach a clear and concise instructional framework for students at all learning levels, from those with special learning needs to those taking honors and Advanced Placement courses. The book also includes:

A direct correlation to disciplinary literacy, making the book an even more valuable resource in a wide range of classrooms

Explanation of the social and personal dimensions for building a foundation for engaged learning

Discussions of the value of setting aside dedicated class time for independent, silent reading

With collaboration tips that go beyond the classroom and advice on building a cognitive "reading toolbox," Reading for Understanding is an indispensable resource for teachers at the Grade 6 and up, literacy coaches, reading teachers, community college instructors, and other school leaders.
Dates/Chapters:

9/7 Chapter 1 "Engaged Academic Literacy for All"

9/14 Chapter 2 "The Reading Apprenticeship Framework"

9/21 Chapter 3 "The Social and Personal Dimensions"

9/28 Chapter 4 "Metacognitive Conversation"

10/5 Chapter 5 "Extensive Academic Reading"

10/12 Chapter 6 "The Cognitive Dimension"

10/19 Chapter 7 "The Knowledge-Building Dimension"

10/26 Chapter 8 "Disciplinary Inquiry" and Epilogue

General Info for our book studies:

Virtual book chats take place via Zoom.

All participants must register in the APLD system to receive credit - each session is offered individually.

All participants who register in APLD, read their chapter(s), and attend the book study will be given 2-hours PD credit.

Please share with your colleagues!

Register - use search term "secondary ela book study" to narrow down your search

Archived Book Studies:

March-May 2023 Thinking Reading: What Every Secondary Teacher Needs to Know About Reading - Visit the Padlet!

January - March 2023 Effective Instruction for Middle School Students with Reading Difficulties - Visit the Padlet!

Fall 2022 Disciplinary Literacy Inquiry & Instruction - Visit the Padlet!

Summer 2022 The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades - Visit the Padlet!

April-May 2022 Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, 2nd Edition - Visit the Padlet!

Early Spring 2022 Fundamentals of Literacy Instruction and Assessment, Grades 6-12 - Visit the Padlet!

Fall 2021 Effective Instruction for Middle School Students with Reading Difficulties

Spring 2021 Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, 2nd Edition

Writing Professional Learning

FALL 2023

Arizona's 6-12th Grade Writing Standards: Model, Practice, Reflect, Assess - register for upcoming offerings on:

Previous Presentations - all materials archived here

11/9/22 Special Presentation - Arizona's 6-12th Grade Writing Standards: Model, Practice, Reflect, Assess - all materials archived here
Types of Writing Standards - Grades 6-12 Professional Learning Webinars
All materials from the webinars have been archived here:

Types of Writing Standards Grades 6-12: Argument Writing | Padlet

Types of Writing Standards Grades 6-12: Informative/Explanatory Writing | Padlet

Types of Writing Standards Grades 6-12: Narrative Writing | Padlet

Summer 2022
Thank you to all who joined in the Secondary ELA Summer of Writing Professional Learning Series!
All materials from the Summer Series have been archived here:

The Writing Revolution Book Study | Padlet

Types of Writing Grades 6-12: Argument Writing | Padlet

Types of Writing Grades 6-12: Informative/Explanatory Writing | Padlet

Types of Writing Grades 6-12: Narrative Writing | Padlet

Empowering Students through Grammar Instruction | Recording | Slide Deck

Writing for College, Career, and Beyond | Recording | Slide Deck

Reading Apprenticeship
Reading Apprenticeship from WestEd - ADE Cohort - SY23-24
Reading Apprenticeship is an evidence-based professional learning experience focused on disciplinary literacy in grades 6-12. Educators are engaged in a process to discover the tools and perspective to "apprentice" their students in any subject area. This assets-based approach helps teachers develop students' comprehension skills while also building subject-area knowledge, reader-identity, collaboration, and persistence. As part of a State Tutoring grant opportunity, ADE will be offering the opportunity for Arizona teachers to participate in an ADE cohort of the Reading Apprenticeship essentials course with little to no cost. Share this flyer with colleagues!

Informational Webinars: Register for an informational session to learn more about this ADE cohort opportunity!

Book Study: Access the materials from the Spring 2022 Professional Learning Book Study on the Reading Apprenticeship core text.

Updated Core Text: Third Edition - I will be offering a Professional Learning Book Study on this updated edition in Fall 2023! See book study blue bar above.

Recordings/Archived

Webinars

Special Presentation - "A Face Like Mine: Connecting Classic Literature to Modern YA Books" - On 2/11/21, a panel of high school librarians discussed ways to incorporate modern YA books in with teaching classic literature in the classroom. Click here to view the presentation

Building Background in the Virtual Secondary ELA Classroom - Building schema and background knowledge is one of the best ways to raise reading comprehension for our students. In this webinar, we explored some easy and fun ways to do this in the virtual/distance learning secondary ELA classroom. A better understanding of how building background and surfacing schema will help your students become better readers. Visit the Padlet with resources and slide deck.

Summer Series - Spotlight on Media Literacy and Sourcing - In collaboration with our ADE Social Studies team - Join trainers from ADE, and master teachers from around the state to a webinar to teach and engage with media literacy at all grade levels. Recorded presentation

"What is Media Literacy and How Do I Teach It?" - This webinar will examine what media literacy means, how do we teach students to be responsible consumers and producers of media and examine some methods and lessons you can use in your classroom. Recorded presentation

Integrating Secondary Social Studies and ELA - In collaboration with our ADE Social Studies team - How do you integrate Social Studies and English Language Arts in a secondary setting? What are the benefits of collaboration between English and Social Studies educators? This webinar demonstrated best practices to integrate Social Studies and ELA efficiently and easily. This webinar also used texts with multiple perspectives to address new ways to create cross-curricular projects and lessons. Slide Deck

Professional Organizations

Contact Information: Lauren Spenceley, Secondary ELA Specialist, 602-364-2267
Visit the English Language Arts YouTube playlist!
**The views and opinions expressed in any third-party resource do not necessarily reflect those of the Arizona Department of Education (ADE) and do not imply an endorsement by ADE.

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Secondary Literacy (Middle and High School) Secondary Logo 2023.png The Arizona Department of Education is focused on the importance of teaching children to read. It is important to continue this focus into the secondary classroom, including middle school and high school.

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Arizona Reading Fundamentals OnDemand Academy

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Arizona Reading Fundamentals OnDemand Academy

# data[].attributes.body
The Arizona Department of Education’s English Language Art’s Team has created the Arizona Reading Fundamentals OnDemand Academy. This academy offers schools a variety of free knowledge blocks on demand. Each knowledge block includes several different sessions. Each session includes three recorded presentations and pre- and post- activities.

https://www.azed.gov/mowr/mowr-professional-development

# data[].attributes.body
Lauren Spenceley
Secondary ELA Specialist
Arizona Department of Education
lauren.spenceley@azed.gov

Thank you for joining us for this amazing book study! So excited to collaborate with you all!

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You can purchase the book here (use 20% Discount Code: ADE2021), as well as find book information and free resources.

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Please feel free to share with colleagues! It's not too late to join us!

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ADE's Secondary Literacy (Middle and High School) webpage.

# data[].attributes.attachment_link.readable_text
The Arizona Department of Education is focused on the importance of teaching children to read. It is important to continue this focus into the secondary classroom, including middle school and high school. In short, literacy instruction remains every bit as important in the older grades, as it is in grades K-3. The resources provided here are meant to assist secondary (6th-12th) ELA educators and parents in providing the best instruction for all Arizona students.

ELA Standards Grades 6-12

The Arizona English Language Arts Standards define the knowledge, understanding, and skills that need to be effectively taught and learned for all students to be ready to succeed in credit-bearing, college-entry courses, in the workplace, and/or in military service. The standards present a vision of what it means to be a literate person in the twenty-first century.

Grade-specific K-12 standards in Reading, Writing, Speaking and Listening, and Language translate the broad aims of The Arizona English Language Arts Anchor Standards into age- and attainment-appropriate terms. These standards allow for an integrated approach to literacy to help guide instruction.
You can access the Grade 6-12 ELA Standards, as well as the Vertical Articulation of Standards, Glossary, and other guidance materials on the Standards: English Language Arts webpage.
Interventions for Secondary/Adolescent Readers

This resource section is under construction, but a great place to start is:

IES Practice Guides - Institute of Education Sciences has provided a set of recommendations for evidence-based best practices to address challenges in classrooms and schools that serve the secondary grades.

Reading | Literature Resources

Achieve the Core - Text Complexity Toolkit

All About Adolescent Literacy - AdLit.org is a national multimedia project offering information and resources to the parents and educators of struggling adolescent readers and writers.

AdLit Classroom Strategies - Before, During, and After Reading

CEEDAR - Disciplinary Literacy Course Enhancement Module

EdWeek - Spotlight on Adolescent Reading

GELN - Essential Instructional Practices for Disciplinary Literacy in the Secondary Classroom

IES Practice Guides - Institute of Education Sciences has provided a set of recommendations for evidence-based best practices to address challenges in classrooms and schools that serve the secondary grades.

Keys to Literacy Adolescent Literacy Resources - Joan Sedita of Keys to Literacy provides resources focused on adolescent literacy. Adolescent literacy encompasses the skills that must be taught to all students so they can meet increasingly challenging reading and writing demands as they move through the upper grades, as well as what needs to be done for those students who fall behind who may need intervention instruction in foundational literacy skills.

Meadows Center, Partner Reading Teachers' Guide - The purpose of this guide is to provide teachers a feasible partner reading procedure that can be used in middle school classrooms.

NCTE Bookstore, Adventurous Thinking: Fostering Students' Rights to Read and Write in Secondary ELA

NCTE Students' Right to Read - Plethora of resources for engaging students in literature.

ReadWriteThink - Powered by NCTE. ReadWriteThink is a teaching and learning community for English Language Arts teachers from K-12th grade with resources providing free access to the highest quality standards-based practices, lesson plans, videos, activities, and apps.

WestEd Publications, Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms

WestEd Reading Apprenticeship - What if instead of teaching around the text, lecturing, or summarizing for students, teachers engaged students in actually grappling with text - reading and talking about what it means and how they figured it out? WestEd has provided resources and materials to teach reading in a metacognitive way.

Writing | Grammar Resources
Writing Contests
JFK Profile in Courage Essay Contest - The Profile in Courage Essay Contest opens for submissions in the Fall of each year.

National Novel Writing Month Young Writers' Program - National Novel Writing Month (NaNoWriMo) takes place in November. The Young Writers' Program supports under-18 writers and K-12 educators as they participate in the November event, and take part in smaller writing challenges year-round.

Pulitzer Center - Local Letters for Global Change: A Pulitzer Center Writing Contest, deadline is November 13, 2021
Grammar Resources
Heinemann Publishing, The Grammar Planbook

NCTE Bookstore, Grammar to Get Things Done: A Practical Guide for Teachers Anchored in Real-World Usage

Stenhouse Publishers, Revision Decisions: Talking Through Sentences and Beyond

Stenhouse Publishers, Everyday Editing: Inviting Students to Develop Skill and Craft in Writer's Workshop
Writing
Keys to Literacy, Keys to Content Writing Resources

IES Guide, Teaching Secondary Students to Write Effectively

Parent Resources

AdLit.org, "Organizations that Promote Adolescent Literacy" - From lesson plans and classroom tools to free books and opportunities to publish students' work, nonprofit organizations have a lot to offer parents, teachers, and struggling readers themselves. Learn about some nonprofits with a commitment to helping young people become better readers and writers.

AdLit.org, "Parent Engagement in Transitions to Middle and High School" - Using the 3A framework (Attendance, Achievement, and Attainment) for dropout prevention developed by the America's Promise Alliance and the Annie E. Casey Foundation, this article highlights specific knowledge that parents need to support students' success, as well as ways that schools can engage parents as partners.

AdLit.org, "Engaging Parents to Support Academic Achievement" - Academic achievement is a strong predictor of high school graduation and is critical to long-term success in college, work, and life. A sixth grader who fails math or English, has unsatisfactory behavior, or poor attendance has a 75% likelihood of dropping out. Freshmen in Chicago public schools who earn a B average or better have an 80% chance of finishing high school with at least a 3.0 GPA.

IES, "Literacy Tips for Parents of Adolescents" - Based on common instructional elements , these are activities that parents can initiate at home to help ensure successful literacy outcomes for their adolescent students.

Meadows Center, "How Can I Help My Middle Schooler Read Multisyllabic Words? Five Helpful Steps" - This resource describes a simple strategy you and your child can use to help decode long words.

Scholastic, "17 Ways to Keep Your Middle Schooler Turning Pages" - As your kids get older, they may put reading on the back burner. Learn the best ways to keep them turning the pages with these helpful tips.

Assessment

ADE Assessment - Educator resources for the new Arizona state assessments. [ AASA (3rd-8th), ACT Aspire (9th), ACT (11th)]

Including:

Performance Level Descriptors and Item Specifications (AASA)

Arizona State Standards Alignment Guide (ACT and ACT Aspire)

Graduation Supports

High School Graduation - Information and Requirements

PostSecondary Resources - Resources and Events

OELAS Guidance - High School Credit for Integrated and Targeted ELD (August 2022) | Townhall Presentation 8.17.22 | OELAS Homepage

PROFESSIONAL LEARNING OPPORTUNITIES

Current Opportunities
Secondary ELA Quarterly Office Hours
Secondary ELA Quarterly Office Hours is a virtual opportunity to collaborate, share, and learn about secondary reading and literacy information from the AZ Department of Education with secondary ELA literacy educators and leaders from around the state. Register for the July 13, 2023 meeting!

Past Meetings:

Earn PD credit and collaborate with other secondary ELA teachers! A variety of topics including: reading comprehension, writing, secondary MTSS, collaboration with Social Studies, and more! - use search term "secondary ELA"

Register - use search term "secondary ela" to narrow down your search
ALL ELA Professional Learning Opportunities
Current PD from the whole ELA Team:

K-12 Literacy Office Hours once a month - come join us to hear the latest ELA news!

Arizona Reading Fundamentals OnDemand Academy - This academy offers schools a variety of free knowledge blocks on demand. Each knowledge block includes several different sessions. Each session includes three recorded presentations and pre- and post- activities. Districts and schools are encouraged to utilize these resources as a part of a comprehensive professional learning plan that is data-driven, sustained, intensive, collaborative, job-embedded and instructionally focused.

Register - use search term "k12-AS-ELA" to narrow down your search

APLD Support:
For questions regarding registration, certificates, accessing courses, etc. please refer to our: APLD FAQs
Sign up for ELA Listserv:
To stay on top of the latest Arizona ELA news, join our listserv!

Secondary ELA Book Study

Fall 2023

Join the ADE English Language Arts Team for a FREE Secondary ELA Focused 8-week book study. Thursdays from 4:30-5:30 MST (9/7 through 10/26). Everyone is welcome!
Text: Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, 3rd Edition by Cynthia Greenleaf, Ruth Schoenbach, Linda Friedrich, Lynn Murphy, and Nika Hogan
To order: Wiley Publishers

Improve student outcomes in reading and literacy with the latest edition of this bestselling text! The newly revised Third Edition of Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms is the latest iteration of the best-selling, landmark book in the field of adolescent literacy. The book contains strategies for boosting the reading independence of middle, secondary, and college students. Research conducted by NSF, IES, and OII has validated the model taught in Reading for Understanding, demonstrating its effectiveness in raising students' reading achievement levels. The authors teach a clear and concise instructional framework for students at all learning levels, from those with special learning needs to those taking honors and Advanced Placement courses. The book also includes:

A direct correlation to disciplinary literacy, making the book an even more valuable resource in a wide range of classrooms

Explanation of the social and personal dimensions for building a foundation for engaged learning

Discussions of the value of setting aside dedicated class time for independent, silent reading

With collaboration tips that go beyond the classroom and advice on building a cognitive "reading toolbox," Reading for Understanding is an indispensable resource for teachers at the Grade 6 and up, literacy coaches, reading teachers, community college instructors, and other school leaders.
Dates/Chapters:

9/7 Chapter 1 "Engaged Academic Literacy for All"

9/14 Chapter 2 "The Reading Apprenticeship Framework"

9/21 Chapter 3 "The Social and Personal Dimensions"

9/28 Chapter 4 "Metacognitive Conversation"

10/5 Chapter 5 "Extensive Academic Reading"

10/12 Chapter 6 "The Cognitive Dimension"

10/19 Chapter 7 "The Knowledge-Building Dimension"

10/26 Chapter 8 "Disciplinary Inquiry" and Epilogue

General Info for our book studies:

Virtual book chats take place via Zoom.

All participants must register in the APLD system to receive credit - each session is offered individually.

All participants who register in APLD, read their chapter(s), and attend the book study will be given 2-hours PD credit.

Please share with your colleagues!

Register - use search term "secondary ela book study" to narrow down your search

Archived Book Studies:

March-May 2023 Thinking Reading: What Every Secondary Teacher Needs to Know About Reading - Visit the Padlet!

January - March 2023 Effective Instruction for Middle School Students with Reading Difficulties - Visit the Padlet!

Fall 2022 Disciplinary Literacy Inquiry & Instruction - Visit the Padlet!

Summer 2022 The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades - Visit the Padlet!

April-May 2022 Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, 2nd Edition - Visit the Padlet!

Early Spring 2022 Fundamentals of Literacy Instruction and Assessment, Grades 6-12 - Visit the Padlet!

Fall 2021 Effective Instruction for Middle School Students with Reading Difficulties

Spring 2021 Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, 2nd Edition

Writing Professional Learning

FALL 2023

Arizona's 6-12th Grade Writing Standards: Model, Practice, Reflect, Assess - register for upcoming offerings on:

Previous Presentations - all materials archived here

11/9/22 Special Presentation - Arizona's 6-12th Grade Writing Standards: Model, Practice, Reflect, Assess - all materials archived here
Types of Writing Standards - Grades 6-12 Professional Learning Webinars
All materials from the webinars have been archived here:

Types of Writing Standards Grades 6-12: Argument Writing | Padlet

Types of Writing Standards Grades 6-12: Informative/Explanatory Writing | Padlet

Types of Writing Standards Grades 6-12: Narrative Writing | Padlet

Summer 2022
Thank you to all who joined in the Secondary ELA Summer of Writing Professional Learning Series!
All materials from the Summer Series have been archived here:

The Writing Revolution Book Study | Padlet

Types of Writing Grades 6-12: Argument Writing | Padlet

Types of Writing Grades 6-12: Informative/Explanatory Writing | Padlet

Types of Writing Grades 6-12: Narrative Writing | Padlet

Empowering Students through Grammar Instruction | Recording | Slide Deck

Writing for College, Career, and Beyond | Recording | Slide Deck

Reading Apprenticeship
Reading Apprenticeship from WestEd - ADE Cohort - SY23-24
Reading Apprenticeship is an evidence-based professional learning experience focused on disciplinary literacy in grades 6-12. Educators are engaged in a process to discover the tools and perspective to "apprentice" their students in any subject area. This assets-based approach helps teachers develop students' comprehension skills while also building subject-area knowledge, reader-identity, collaboration, and persistence. As part of a State Tutoring grant opportunity, ADE will be offering the opportunity for Arizona teachers to participate in an ADE cohort of the Reading Apprenticeship essentials course with little to no cost. Share this flyer with colleagues!

Informational Webinars: Register for an informational session to learn more about this ADE cohort opportunity!

Book Study: Access the materials from the Spring 2022 Professional Learning Book Study on the Reading Apprenticeship core text.

Updated Core Text: Third Edition - I will be offering a Professional Learning Book Study on this updated edition in Fall 2023! See book study blue bar above.

Recordings/Archived

Webinars

Special Presentation - "A Face Like Mine: Connecting Classic Literature to Modern YA Books" - On 2/11/21, a panel of high school librarians discussed ways to incorporate modern YA books in with teaching classic literature in the classroom. Click here to view the presentation

Building Background in the Virtual Secondary ELA Classroom - Building schema and background knowledge is one of the best ways to raise reading comprehension for our students. In this webinar, we explored some easy and fun ways to do this in the virtual/distance learning secondary ELA classroom. A better understanding of how building background and surfacing schema will help your students become better readers. Visit the Padlet with resources and slide deck.

Summer Series - Spotlight on Media Literacy and Sourcing - In collaboration with our ADE Social Studies team - Join trainers from ADE, and master teachers from around the state to a webinar to teach and engage with media literacy at all grade levels. Recorded presentation

"What is Media Literacy and How Do I Teach It?" - This webinar will examine what media literacy means, how do we teach students to be responsible consumers and producers of media and examine some methods and lessons you can use in your classroom. Recorded presentation

Integrating Secondary Social Studies and ELA - In collaboration with our ADE Social Studies team - How do you integrate Social Studies and English Language Arts in a secondary setting? What are the benefits of collaboration between English and Social Studies educators? This webinar demonstrated best practices to integrate Social Studies and ELA efficiently and easily. This webinar also used texts with multiple perspectives to address new ways to create cross-curricular projects and lessons. Slide Deck

Professional Organizations

Contact Information: Lauren Spenceley, Secondary ELA Specialist, 602-364-2267
Visit the English Language Arts YouTube playlist!
**The views and opinions expressed in any third-party resource do not necessarily reflect those of the Arizona Department of Education (ADE) and do not imply an endorsement by ADE.

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Secondary Literacy (Middle and High School) Secondary Logo 2023.png The Arizona Department of Education is focused on the importance of teaching children to read. It is important to continue this focus into the secondary classroom, including middle school and high school.

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Homepage for the Arizona English Language Arts Standards.

https://www.azed.gov/standards-practices/k-12standards/english-language-arts-standards

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For all ELA PD, use the search term "K12-AS-ELA." For Secondary ELA focused, use the search term "secondary ELA."

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**The views and opinions expressed in any third-party resource do not necessarily reflect those of the Arizona Department of Education (ADE) and do not imply an endorsement by ADE.

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Disciplinary literacy – each discipline has its own specialized skills, activities, language, and problems to explore and solve

Teaching students to think like a historian, scientist, mathematician, artist

Making meaning in each discipline

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Chapter 10-14 Virtual Book Chat Slide Deck

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Chapter 10-14 Virtual Book Chat Slide Deck

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Fundamentals Literacy 6-12 Ch 10-14 Slide Deck

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In your breakout room, you will have the chance to “ask an expert” from each discipline about the different types of reading and writing going on in their specific discipline.

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Ch 10-14 Literacy in the Disciplines - Google Jamboard

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Each discipline has its own standards pages, with amazing resources and learning opportunities!

English Language Arts

History and Social Science

Science

Mathematics

Arts

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Student Learning Goals for Each Discipline from the Reading Apprenticeship Website:

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Student Learning Goals for Each Discipline from the Reading Apprenticeship Website:

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Literature

History

Science

Mathematics

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Rebecca Garelli - Disciplinary literacy docs in science

Eboney McKinney - Math slides

Dr. Daryl Michel's contact information - daryl.michel5@gmail.com, @DarylAMichel (Twitter), https://www.ba-change.com

Thank you to all of our experts - Rebecca Garelli, Linda Burrows, Eboney McKinney, and Dr. Daryl Michel - for joining us tonight!

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Learn more about the Reading Apprenticeship framework and our AZ SEED Grant in the blue bar titled "Reading Apprenticeship" on the ADE Secondary ELA Webpage.

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Try out one of the lesson plans in your classroom and share out at our next meeting!

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Try out one of the strategies in your classroom and share out at our next meeting!

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Top priority is ensuring Tier 1 instruction is the best it can be

All students assessed – at risk students immediately provided with increasingly intensive interventions

Frequent progress monitoring

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Fundamentals Literacy 6-12 Ch 16 Slide Deck

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As we share information on each slide, find the corresponding Jamboard notecatcher slide and leave a sticky note with thought/ideas/reflections for current practice related to the RTI/MTSS topic. Thank you to Sarah Bondy for co-presenting with me tonight!

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Ch 16 - RTI/MTSS in Secondary - Google Jamboard

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Building Capacity for RTI - https://buildingrti.utexas.org/

Secondary Resources:

Using Data to Differentiate Intervention Instruction: A Middle School Example https://buildingrti.utexas.org/modules/using-data-to-differentiate-intervention-instruction-middle-school-example

Secondary RTI: Providing Instruction in Teacher-Led Small Groups Module One https://buildingrti.utexas.org/modules/secondary-rti-providing-instruction-teacher-led-small-groups-module-one

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The Institute of Education Sciences lays out the top 5 recommendations for improving adolescent literacy. #5 is "make available intensive and individualized interventions for struggling readers." The provided guide and resources are invaluable.

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WWC | Improving Adolescent Literacy: Effective Classroom and Intervention Practices

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This guide presents strategies that classroom teachers and specialists can use to increase the reading ability of adolescent students.

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Center on Multi-Tiered System of Supports

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Center on Multi-Tiered System of Supports

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Since 2007, the MTSS Center has been a national leader in supporting states, districts, and schools across the country in implementing an MTSS framework that integrates data and instruction within a multi-level prevention system to maximize student achievement and support students’ social, emotional, and behavior needs from a strengths-based perspective. https://mtss4success.org/

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National Center on Intensive Intervention - resources, tools chart. https://intensiveintervention.org/

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Try out one of the lesson plans in your classroom and share out at our next meeting!

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Try out one of the strategies in your classroom and share out at our next meeting!

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Text complexity - qualitative, quantitative, reader and task - comes down to knowing your students, providing purpose and choice, building context, extensive reading opportunities

Disciplinary literacy - reading and writing practices used within the different disciplines (different from content area reading)

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Chapter 8&9 Virtual Book Chat Slide Deck

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Chapter 8&9 Virtual Book Chat Slide Deck

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Fundamentals Literacy 6-12 Ch 8&9 Slide Deck

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Jamboard: Text Complexity and Disciplinary Literacy

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Jamboard: Text Complexity and Disciplinary Literacy

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In breakout rooms, you are going to look at an assigned vertical text set (increasing in complexity) for a specific discipline (ie: history, science, math, literature) – just take a birds eye view, no need to read closely. Discuss and record on sticky notes: What makes each text accessible? What makes it complex? What makes the text specifically part of that discipline?

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Ch 8 and 9 - Text Complexity and Disciplinary Literacy - Google Jamboard

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Ch 8 and 9 - Text Complexity and Disciplinary Literacy

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Chapter 8 - pg. 116

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Quick reference chart for converting leveling systems such as Lexile and Flesch-Kincaid into CCR grade bands.

Step-by-step guide to accessing free, online tools that help identify the appropriate grade band for a text.

SCASS Rubric for Informational Text SCASS Rubric for Literature
Qualitative Dimensions of Text Complexity Chart: Scales for evaluating the qualitative features of text complexity: text structure, language clarity and conventions, knowledge demands, and levels of meaning/purpose

Grade 11-CCR Sample Qualitative Scale
Example of completed qualitative scale for the 9-10 band.
Companion to Qualitative Scales
Detailed explanation of qualitative features; to be consulted in filling out the qualitative scale.

Grade 11-CCR Sample Qualitative Scale
Example of completed qualitative scale for the 9-10 band.
Companion to Qualitative Scales
Detailed explanation of qualitative features; to be consulted in filling out the qualitative scale.

Use this guide to support the analysis of a text for complexity.
Read Aloud for Grades K-2

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Quick reference chart for converting leveling systems such as Lexile and Flesch-Kincaid into CCR grade bands. Step-by-step guide to accessing free, online tools that help identify the appropriate grade band for a text.

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The ELA Glossary that accompanies the Arizona ELA standards further defines text complexity, starting on page 7.

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Text Complexity: Raising Rigor in Reading by Fisher, Frey, and Lapp

Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms by Schoenbach, Greenleaf, and Murphy

Content Area Reading: Literacy and Learning Across the Curriculum by Vacca, Vacca, and Mraz

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These resources would be a great help as you work to incorporate literacy across the content areas in your schools and districts.

GELN Essential Instructional Practices for Disciplinary Literacy in the Secondary Classroom - link

GELN Introduction to the School-Wide 6-12 Disciplinary Literacy Organizational Practices - link

CEEDAR Disciplinary Literacy Course Enhancement Module - link

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Try out one of the lesson plans in your classroom and share out at our next meeting!

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Try out one of the strategies in your classroom and share out at our next meeting!

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Teachers of all subjects must play a role in teaching students how to write better.

Difference between learning to write and writing to learn

Three types of writing: argument, informational, and narrative

Explicit instruction for each stage of the writing process

Routinely write over short and long time frames

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Fundamentals Literacy 6-12 Ch 7 Slide Deck

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Jamboard: Learning to Write and Writing to Learn

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Jamboard: Learning to Write and Writing to Learn

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What is the difference between learning to write and writing to learn? Define each and then provide examples, strategies, supports from the chapter that fit under each.

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Ch 7 - Learning to Write and Writing to Learn - Google Jamboard

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Joan Sedita, the author of this chapter, has free resources related to her Keys to Content Writing process on her Keys to Literacy website. Make sure you also check out her example Writing Assignment Guides in Appendix C, starting on pg. 267. You may also want to check out her training book (which has master copies of all the materials and more).

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From Keys to Content Writing Professional Book Study Guide (for use with the Keys to Content Writing training book) The Writing Rope: Grades 3-12 WAG (Writing Assignment Guide) Writing Beliefs Poster Writing is Thinking Poster Writing Process Steps Template for Collecting Source Information W Cards Comprehensive Information Writing Checklist [French] Comprehensive Information Writing Rubric Comprehensive Argument Writing Checklist Comprehensive Argument […]

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Full standards documents here: https://www.azed.gov/standards-practices/k-12standards/english-language-arts-standards

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Visit the Arizona Assessment website where you will find Writing Rubrics for the AASA (6-8) and the ACT (9-12).

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AASA

Arizona's Academic Standards Assessment (AASA) is the statewide achievement test for Arizona students in Grades 3-8. All Arizona public school students in Grades 3-8 will take the grade level AASA assessments in English Language Arts and Mathematics.

AASA Testing Dates

Spring 2024 Testing

Computer-Based Testing: April 1 - April 26, 2024

Writing must be completed by April 12, 2024

Paper-Based Testing: April 1 - April 10, 2024

Writing must be scheduled for April 1 or 2, 2024

AASA Sample Test
Scoring Guides for Sample Tests ELA Math
Grade 3 Oral Reading Fluency

The Oral Reading Fluency (ORF) test section is administered to all third grade students.

AASA Blueprints and Cut Scores
AASA ELA Blueprints AASA Math Blueprints AASA Cut Scores
AASA Item Specifications
ELA Item Specifications Math Item Specifications
Performance Level Descriptors

These PLDs are aligned to the 2016 English Language Arts Standards and Mathematics Standards.
ELA Math
AASA Writing Resources
AASA Writing Resources - Descriptions Writing Rubrics Writing Guides Writing Rubric Guides Annotated Writing Samples Guides Writing Prompt Templates
Grade level prompt templates can be found in the Item Specifications documents for your grade level.

AASA Additional ELA Resources
ELA Read-Aloud Guidance for Paper-Based Testing
AASA Additional Math Resources
Math
Read-Aloud Guidance for Paper-Based Testing

ACT Aspire

ACT Aspire is the statewide high school achievement test administered to students in Grade 9/Cohort 2027 in Spring 2024.

ACT Aspire Testing Dates

Computer-Based Testing Window: April 1-26, 2024

Paper-Based Test Window: April 1 - 10, 2024
K-12 Academic Standards Kindergarten Entry Assessment ADE Assistive Technology Resources
AzSCI

AzSCI, Arizona's statewide achievement test for Science, is administered to students in Grade 5 (equally covering domains from Grades 3/4/5 standards), Grade 8 (equally covering domains from Grade 6/7/8 standards), and Grade 11/Cohort 2025 (equally covering domains from high school standards) in Spring 2024.

AzSCI Testing Dates

AzSCI Test Window

March 18 - April 12, 2024

AzSCI Sample Test

Scoring Guides for Sample Tests

Blueprints and Item Specifications
AzSCI Item Specifications
AzSCI Performance Level Descriptors

AzSCI Cut Scores

AzSCI Cut Scores - Board-approved July 2022

AzSCI Exhibits

Additional Resources

ACT

ACT is the statewide high school achievement test administered to students in Grade 11/Cohort 2025 in Spring 2024.

ACT Testing Dates
ACT Test Window 1

Paper (Standard): March 26, 2024

Paper (Accommodations): March 26-29 and April 1-5, 2024

Online (Standard & Accommodations): March 26-29 and April 1-5, 2024

ACT Test Window 2

Paper (Standard): April 9, 2024

Paper (Accommodations): April 9-12 and April 15-19, 2024

Onlnie (Standard & Accommodations): April 9-12 and April 15-19, 2024

For Spring 2024, schools may utilize both published state ACT test windows in order to assess all Cohort 2025 students. Schools are encouraged to administer the ACT during the first test window and to use the second test wnidow, as needed, to complete any makeup testing. Schools administering ACT on paper may also use the online test dates for makeup testing. Any schools that choose to administer the ACT during only the second test window will not have an additional ACT test window to use for makeup testing.

Test window selection will be made in ACT's PearsonAccess next platform in Fall 2023.

Arizona ACT Performance Level Descriptors

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Educator Committees Arizona's test development process involves an extensive review before an item will count toward students' test scores. During the item-development process, all assessment items are written in accordance with Item Specifications. A committee of Arizona educators reviews and approves the items to confirm alignment and appropriateness for inclusion on the test.

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Try out one of the lesson plans in your classroom and share out at our next meeting!

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Try out one of the strategies in your classroom and share out at our next meeting!

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Fluency facilitates comprehension (necessary but not sufficient)

Fluency - rate, accuracy, prosody

Reading comprehension - understanding/making meaning of text (facilitate understanding of text before, during, and after reading)

Differentiation is key!

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Chapter 5&6 Virtual Book Chat Slide Deck

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Chapter 5&6 Virtual Book Chat Slide Deck

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Fundamentals Literacy 6-12 Ch 5&6 Slide Deck

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Jamboard: Fluency and Reading Comprehension

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Jamboard: Fluency and Reading Comprehension

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Imagine a struggling reader in your classroom who could be struggling with fluency, reading comprehension, or both. With your breakout room, discuss and record for each area (fluency and reading comprehension) how to assess and strategies for intervening and supporting that student in each area. Use the information in chapters 5 and 6 to assist you.

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Ch 5&6 - Fluency and Reading Comprehension - Google Jamboard

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National Assessment of Educational Progress (referenced on page 65)

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Scoring Procedure

In the 2018 NAEP ORF studyClick to open pdf. , students' passage reading was scored using the automatic speech analysis and scoring system with the exception of passage reading expression, which was scored by trained human scorers. Word list reading and pseudoword list reading was first transcribed by trained human scorers and then the rate, accuracy and words correct per minute (WCPM) variables were calculated by the automatic speech analysis and scoring system.

Passage Scoring

The 2018 NAEP ORF studyClick to open pdf. used a new automatic speech analysis and scoring system that transcribed students' passage reading recordings and then aligned the resulting orthographic transcripts with the passage text in order to calculate rate, accuracy, and words correct per minute variables. The system recognizes accepted pronunciations of each word, taking into account dialect and second-language variations as long as the speaking pattern remains consistent throughout the reading.

The automatic speech analysis and scoring system began by identifying the "text span" in the passage (that is, the string of text that the student read aloud from the passage, starting with the first word that the student read and ending with the last word). Then the system transcribed and calculated the number of words within the text span that the student attempted to read (i.e., the "span length"). It also calculated the duration of oral reading time that the student spent reading the text span (i.e., the "span duration"). Lastly, the system counted the number of words that the student correctly read in the correct order within the span length (i.e., the number of correctly read words in the text span). These three pieces of information were used to calculate passage reading rate, accuracy, and WCPM variables.

Word List and Pseudoword List Scoring

For recordings of word reading and pseudoword reading, trained human scorers transcribed students' oral responses. Human transcription was conducted instead of machine transcription because students did not always follow the same order (e.g., from top to bottom and then left to right) when they read the word and pseudoword lists. After the lists were transcribed, the automatic speech analysis and scoring system produced a time alignment of each transcript with the corresponding student recording, calculated the length of time that the student spent reading the word list or pseudoword list, and counted the number of correctly read words or pseudowords from the list of words or pseudowords presented to students. These counts and the corresponding reading durations were combined to calculate the word reading and pseudoword reading WCPM (words correctly read per minute) variables. For example, if a student read 20 words correctly from the word list in 40 seconds, the word reading WCPM score would be 30 WCPM (20 words / 40 seconds X 60 seconds).

Passage Reading Expression Scoring

Passage reading expression is a rating of the student's ability to clearly express the meaning and structure of the text through appropriate intonation, rhythm, emphasis, and pausing that groups words into phrasal and larger units in ways that will enhance understanding and enjoyment in a listener. This variable was scored by trained human scorers using a 6-point scoring rubric developed for the study, as shown below. The scorers received intensive training on the use of the rubric and then successfully completed a qualification evaluation that demonstrated their understanding of and ability to accurately use the rubric to rate students' oral reading.

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These are the Arizona Approved Universal Literacy and Dyslexia Screeners, which include CBM/ORF measures. If you are at a campus or in a district that has K-3 students, these screeners would most likely be available to you. Check with administration to find out.

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Tons of strategies and materials for before, during, and after reading, from AdLit.org, including Collaborative Strategic Reading Learning Logs (to go along with the strategy described on pg. 87).

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Browse our library of strategies that support interactive and engaging learning that helps students make stronger connections and deeper understanding of text and topics.

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Try out one of the lesson plans in your classroom and share out at our next meeting!

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Try out one of the strategies in your classroom and share out at our next meeting!

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Explicitly teach vocabulary

Build word knowledge and word consciousness - help your students love words!

Context clues + morphological awareness

Growing a vocabulary takes time

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Fundamentals Literacy 6-12 Ch 4 Slide Deck

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With your breakout room, choose one of the words from this chapter and complete a Frayer model. Directions and example on slide 11.

If you would like to try this activity with your students, this teacher has provided a Jamboard Frayer model and directions.

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Chapter 4 Academic Vocab Development - Google Jamboard

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EdWordle is a tool for editing "word clouds" based on the Wordle. The initial word cloud can be generated from the input text or read from an existing one. You can re-font, re-colore, resize, move, rotate, add and delete words to create custom visualizations.
EdWordle's main benefit is that it allows a neighborhood-preserving editing process, which keeps words at predictable and close locations during and after the editing process. Like Wordle, the images you create with Wordle are yours to use however you like. You can save them to your own desktop to use as you wish.

Create Now "

Some examples created by others and you can further edit them:

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EdWordle is a tool for editing "word clouds" based on the Wordle. The initial word cloud can be generated from the input text or read from an existing one. You can re-font, re-colore, resize, move, rotate, add and delete words to create custom visualizations.

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Vocabulary Resources from previous book study:

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Vocabulary Resources from previous book study:

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Visit the Padlet from the previous book study I offered in the Fall - Chapter 8 of that Book Study (conducted over two weeks) was all about Vocabulary, and there are some useful resources for how to select words,  teaching origins of English language, and more.

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Dr. Anita Archer

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Grade Level: Sixth Grade - Middle School

School: Fees Middle School

Location: Tempe, Arizona

Videographer: Dima Yaremenko

Elapsed Time: 09:36

Introduction: Dr. Archer is preparing students to read a biography of Harriet Tubman including the following activities: a) teaching background knowledge, b) introducing the pronunciation of multi-syllabic words, and c) teaching critical vocabulary words. In this video segment, Dr. Archer is introducing two vocabulary terms: elude and intention.

To see the entire passage reading preparation, see the following videos:

Pronunciation of Multi-syllabic Words - Sixth Grade Language Arts

Background Knowledge Instruction - Sixth Grade Language Arts

Focus: As you watch this video, think about the following questions:

1) What steps were used in the vocabulary instructional routine to introduce each of the vocabulary terms?

2) What other procedures were used to extend vocabulary instruction?

3) What delivery skills were used?
Feedback: What steps were used in the vocabulary instructional routine to introduce each of the vocabulary terms?
The instructional routine included the following steps:

1) Introduce the pronunciation of the word.
In order to attachment meaning to the vocabulary term and to retrieve that meaning, students must pronounce the word correctly. If the word is one that students have neither heard or said OR is difficult to pronounce, have the students pronounce the word a number of times.

2) Provide a student-friendly explanation of the word's meaning. The next step is to present the meaning of the word using a definition/explanation that is easy to understand and only includes known words. In this case, the definition was presented in a written form within the power-point. Presentation of the definition within a sentence makes it easier to process the definition.

3) Illustrate with examples.
Dr. Archer presented a number of examples to illustrate the vocabulary term/concept. Some of the examples related to the students' own experiences while other examples related directly to the use of the word in the passage, thus bridging vocabulary instruction and passage comprehension.

4) Check understanding by asking questions.
Dr. Archer asked students questions to determine their understanding. In this lesson, students were asked to discern between examples and non-examples of 'elude' and later examples and non-examples of 'intention.'

Missed Opportunity: It would have been helpful to ask students how they knew that the exemplar was an example or non-example. This would have deepened students' thinking in regards to the word's meaning.
What other procedures were used to extend the vocabulary instruction?
Word Use - Students were asked to anticipate how the word 'elude' might be used in the passage. Not only did this require deeper knowledge of the word's meaning, but served to bridge vocabulary instruction and passage comprehension.
Teacher Use of Word - After 'elude' had been introduced, Dr. Archer immediately used the word within her own language ("Did he want to elude us?") Given that it takes multiple exposures to a word before a word's meaning is mastered, it is important that the teacher use the word as often as possible. This is one of the reasons for having a "Word Wall". You will have a visual reminder of the words that were recently taught.

Part of Speech - With older students, especially ELL's, it is helpful to introduce the part of speech. Of course, it would first be necessary that students understand the terms noun, verb, adjective, and adverb.
Logs - Students in every class should maintain a vocabulary log that includes at a minimum the vocabulary term and a definition. Students could also add an original sentence, an illustration, synonyms, etc. Vocabulary logs can be used for self-study, class review, and partner-study.

Word Relatives - The most expedient procedure for expanding students vocabulary is to introduce students to "word relatives" (intend, intention, intentional, intentional). The word relatives for intention were listed on the screen and a connected story was used to introduce the words. This practice illustrates the transparent morphemic nature of English and is especially important if the pronunciation of the relatives is altered (e.g., reform and reformation; wild and wilderness; protest and protestant) so that students can transfer the meaning from one word to the relatives.

Embedded Study Skills: One of the goals of Middle School is to teach the study skills that will support students academically in secondary schools and in higher education. Note-taking skills were reinforced as students wrote in their logs.
What delivery skills were used?
Active Participation: Dr. Archer requested continuous responses from the students to ascertain their learning and to increase on-task behavior. Those responses included:

a) Choral Responses. When the answers were short and the same, choral responses were requested.

b) Partner Responses. When the answers were long and different, Dr. Archer had students share their answers with their partners.

c) Written Responses. Students recorded entries in their logs.

Monitoring: When the students were sharing answers with their partners or writing in their logs, Dr. Archer circulated in the room and gave feedback including praise, encouragement, and corrections.

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Explicit Instructions | Effective and Efficient Teaching

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Grade Level: Sixth Grade - Middle School School: Fees Middle School Location: Tempe, Arizona Videographer: Dima Yaremenko Elapsed Time: 09:36 Introduction: Dr. Archer is preparing students to read a biography of Harriet Tubman including the following activities: a) teaching background knowledge, b) introducing the pronunciation of multi-syllabic words, and c) teaching critical vocabulary words.

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Foster word consciousness, share with your students. https://www.merriam-webster.com/word-of-the-day

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Try out one of the lesson plans in your classroom and share out at our next meeting!

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Try out one of the strategies in your classroom and share out at our next meeting!

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5 key features of effective instruction are essential for learning.

It all fits together – it is difficult to be explicit without being systematic just like it is hard to provide multiple opportunities for students to practice and respond without scaffolding.

Proper scaffolds lead to students perceiving the probability of success.

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Fundamentals Literacy 6-12 Ch 3 Slide Deck

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In breakout rooms, you will discuss: For each feature of effective instruction, provide a definition in the "Define" section using sticky notes, and provide examples of what you would see in the classroom as evidence of that feature, using examples from the book and your own classrooms in the "Examples" sections using sticky notes.

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Chapter 3 Features of Effective Instruction - Google Jamboard

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Dr. Anita Archer - Why Explicit Instruction?

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Dr. Anita Archer - Why Explicit Instruction?

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1. Table 3.1 (pg. 32) - Examples of purposeful scaffolds

2. Table 3.2 (pgs. 34-35) - Useful activities when providing secondary students multiple opportunities to practice and respond

3. Appendix A (pgs. 255-262) - Formative Assessment Strategies

4. High-Leverage Teaching Practices developed by TeachingWorks at the University of Michigan - https://www.teachingworks.org/work-of-teaching/high-leverage-practices

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10 Simple, Low-Cost Scaffolding Tools You Can Use in Your Classroom

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What types of scaffolding tools and strategies do you use in your inclusive classroom? These temporary supports-gradually faded and removed when students no longer need them-are a highly effective way to meet the needs of diverse learners and help all your students learn new concepts and skills. Many educators already have an array of scaffolds in their teaching toolbox, but maybe you're looking for a few more easy-to-use, low-cost suggestions you can try with your students.

In today's post, we highlight 10 of our favorite examples of scaffolds that any teacher can implement in the classroom. Adapted from Fundamentals of Literacy Instruction and Assessment, 6-12, edited by Martha C. Hougen, many of these suggestions focus on supporting language and literacy skills, though they can be easily adapted to other classes and contexts. Which ones do you use already? Are there other favorites we should add to this list? Let us know in the comments below!

Picture support for vocabulary. Whenever it's appropriate and possible, apply a picture to a new vocabulary word you're teaching. When students connect the word to a visual representation of it, they're more likely to remember its meaning.

Highlighting tape. This trick is especially useful when students are asked to locate specific things within a text, such as roots, base words, affixes, or other words or word parts. Give them colorful highlighting tape to help your students mark and keep track of what they've identified.

Graphic organizers. Used in many classrooms for many different purposes, graphic organizers are a great and versatile addition to your toolbox. They can help students document their thinking; visually represent their understanding of a story or an informational text; and map out texts before, during, and after reading. (If you've thought about using this tool but you're not quite sure how to get started, this video shows an example of a teacher filling out a graphic organizer with her students , and this clip is a quick, sketchnote-style introduction to the benefits and types of graphic organizers .)

Manipulatives. Tactile, hands-on learning tools can be useful in many contexts, including word work, concept sorting, and story writing. Some examples of manipulatives are vocabulary cards, story dice, word games, magnetic letters for spelling practice, and 3D models of stories or parts of stories. (It can be relatively easy to make your own inexpensive learning tools; see this post for one teacher came up with, using materials from the dollar store.)

Bookmarks. Some students may have difficulty finding their place in texts or staying on track when they're reading. A simple paper or cardboard bookmark can be a simple, low-or-no-cost solution to help them stay on point.

Sentence stems. When you're asking students to develop sentences that include new vocabulary or that incorporate multiple ideas, some learners may feel stuck if they're asked to "start from scratch" with challenging concepts. Consider providing them with sentence stems so they have a starting point for their thoughts. (Check out these two blog posts for some good examples of sentence stems and how they're used in the classroom .)

Question cards. As your students work through stories and informational texts, question cards can be a good tool for helping them focus. Cards can be printed with thought-provoking questions about the main ideas and themes of the story, character decisions and motivations, key supporting details, and other important facts and ideas about the text.

Quick-reference lists. Printed lists of essential facts can provide learners with the support they need to read and understand new words. For example, lists of common Greek and Latin roots can be a big help when students are working to decode content area words, and lists of common prefixes and suffixes are a valuable support for students striving to decode multisyllabic words.

Discussion roles and directions. During class discussions, some students may spend time worrying about what you expect from them and what they're supposed to be doing. Defuse fears by clarifying roles and responsibilities before a class discussion. Post directions and expectations on the board or pass them out so students will have an easy reference to keep on their desks during the discussion.

Entrance and exit slips. These simple tools, given at the beginning and end of class, are an effective way to help students be accountable for their learning. Use them to encourage students to ask and answer questions, make connections between lessons, and reflect on what they learned. (This article gives you a good short introduction to how entrance and exit slips are used, complete with a few real-life examples.)

Use the scaffolding suggestions in this article-and your own creative ideas-to support the reading and writing, problem-solving, and independent critical thinking skills of all your students. And think of your scaffolding tools like the platforms that support workers as they paint a tall building. Use them as necessary, and then remember to reduce and remove the scaffolds when your students make progress and don't need them anymore.

Have a favorite scaffolding tool or strategy? Tell us about it in the comments below!

EXPLORE THE BOOK

Fundamentals of Literacy Instruction and Assessment, 6-12
Edited by Martha C. Hougen

A perfect first text on adolescent literacy, this expertly organized volume covers all the fundamentals of how reading and writing skills develop in older students and how to teach literacy within key academic content areas: language arts, math, science, and history.

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10 Simple, Low-Cost Scaffolding Tools You Can Use in Your Classroom - Brookes Blog

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What types of scaffolding tools and strategies do you use in your inclusive classroom? These temporary supports-gradually faded and removed when students no longer need them-are a highly effective way to meet the needs of diverse learners and help all your students learn new concepts and skills.

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ADE's Science of Reading webpage.

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Infographics

ADE The Science of Reading Infoguide (Dr. Amy Boza, 2021) [ PDF]

Breaking the Code - Typical Literacy vs. Structured Literacy Infoguide [ PDF]

Please email [email protected] for accessible versions of any infographic.

**The views and opinions expressed in any third-party resource do not necessarily reflect those of the Arizona Department of Education (ADE) and do not imply an endorsement by ADE.

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How we teach in all grades:What we teach in all grades:Explicit instruction with modelingSystematic, simple to complex (scope and sequence)Cumulative (new concepts linked to previously learned, review)Diagnostic (differentiate based on student need)MultisensoryPhonologySound-symbolSyllablesMorphologySyntaxSemanticsInfographicsADE The Science of Reading Infoguide (Dr. Amy Boza, 2021) [PDF]Breaking the Code - Typical Literacy vs.

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Try out one of the lesson plans in your classroom and share out at our next meeting!

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Try out one of the strategies in your classroom and share out at our next meeting!

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Illiteracy is one of the most prevalent risk factors for dropping out of school.

Building early warning systems can help to identify at-risk students.

Protective measures such as SEL programs/strategies can help older students with reading difficulties feel supported.

Explicit instruction in SEL skills is important.

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Fundamentals Literacy 6-12 Ch 2 Slide Deck

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During the 1/20 virtual book chat session, you will work in breakout rooms to review and discuss SEL lessons and strategies.

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Ch 2 SEL and Reading Disabilities - Google Jamboard

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Character Education Partnership - https://character.org/

Children of the Code - https://childrenofthecode.org/

Collaborative for Academic, Social, and Emotional Learning (CASEL) - SEL in the Classroom - https://casel.org/systemic-implementation/sel-in-the-classroom/

Edutopia SEL Resources - https://www.edutopia.org/video/social-and-emotional-learning-101

Ray Center 6-12th Grade SEL Lessons - https://raycenter.wp.drake.edu/category/lessonplans/

Reading Rockets SEL Resources - https://www.readingrockets.org/reading-topics/social-and-emotional-learning

(see pg. 24 of our book for more resources and reports)

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Reading Rockets is a national multimedia project that offers a wealth of research-based reading strategies, lessons, and activities designed to help young children learn how to read and read better. Our reading resources assist parents, teachers, and other educators in helping struggling readers build fluency, vocabulary, and comprehension skills.

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New from WestEd: Students need equity-centered SEL now more than ever. Here are 10 practices to help your school or district integrate SEL through affirming learning environments in this new brief co-produced by the National Center for Social and Emotional Learning and School Safety (CISSELS) at WestEd.

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Instructional Practices That Integrate Equity-Centered Social, Emotional, and Academic Learning: Updated Research-to-Practice Brief

Nicholas Yoder, Angela M. Ward, & Sara Wolforth; Harmony SEL at National University; Center to Improve Social and Emotional Learning and School Safety; AIR

This brief refines pioneering work on the integration of SEL with academics and specifically addresses 10 educator practices that promote social, emotional, and academic development.

The authors have updated the 10 practices to be more inclusive of the multiple spaces in which students learn and develop and to reflect recent learnings on culturally responsive practices, trauma-informed instruction, and the science of learning and development.

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Instructional Practices That Integrate Equity-Centered Social, Emotional, and Academic Learning: Updated Research-to-Practice Brief - SEL Center

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This brief refines pioneering work on the integration of SEL with academics and specifically addresses 10 educator practices that promote social, emotional, and academic development. The authors have updated the 10 practices to be more inclusive of the multiple spaces in which students learn and develop and to reflect recent learnings on culturally responsive practices, trauma-informed instruction, and the science of learning and development.

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The Connecting Social and Emotional Learning to the Arizona English Language Arts Standards infographic was designed to highlight the natural connections between the Arizona ELA Standards and the SEL Competencies.

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Arizona Social and Emotional Learning Competencies Webpage

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Arizona Social and Emotional Learning Competencies Webpage

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Social and emotional learning (SEL) enhances students’ capacity to integrate skills, attitudes, and behaviors to deal effectively and ethically with daily tasks and challenges. The Arizona Department of Education (ADE) recognizes the value and importance of supporting students’ academic, social, and emotional learning as well as the SEL of educators and communities. ADE is using CASEL’s integrated framework to promote intrapersonal, interpersonal, and cognitive competence. These five core competencies and SEL equity elaborations can be taught in many ways across many settings.

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The Compliments Project | Cult of Pedagogy

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If you want to build trust in your classroom, you need to see this video about a powerful activity where students give compliments in an unforgettable way.

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Dr. Sheldon Horowitz - The Social/Emotional Side of Learning Disabilities

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Thinking back on this past calendar year and the scores of studies and texts that I've read covering dozens of important topics, I am reminded of how frequently I found myself nodding my head in agreement with Dr. Samuel Kirk's observation of more than 30 years ago that children with LD, in addition to struggles with academic learning, have trouble with "skills needed for social interaction."

What are some of the social and emotional variables that pose as barriers to success for students with LD? Read on.

What are the "Social and Emotional" Aspects of Learning Disabilities?

Let's take an imaginary walk down the hall with Joseph, a sixth grader, as he makes his way from his first period math class to his second period English class. He's already a few minutes late because he needed extra time to copy the homework assignment from the board. Rushing to his locker (on the far end of the hall) where he will hopefully find the text books he needs for the remainder of his morning classes, he is aware of the chatter and bustling of other students moving about but has not noticed the pervasive agitated mood of the students in the hallway.

Apparently Joseph missed the announcement that the cafeteria was closed for repairs and that students would have to eat in their classrooms. Not picking up on any of the all-too-obvious facial expressions and body language, Joseph turns to a group of classmates and asks, "Want to play cards in the cafeteria during lunch?"

How do you think these students reacted to Joseph's question?

What was Joseph feeling as this incident unfolded?

What are the immediate and long-term consequences of Joseph's having a very different and sometimes ineffective social and emotional barometer?

While it is true that some social skills are more easily taught than others, and that over time, established patterns and routines can compensate for difficulties in social and emotional learning and behavior, these types of problems don't just go away. They can have a profound impact upon students (e.g. stress, feeling of self-worth) and are linked to all sorts of everyday activities.

Social and emotional skills are critical to activities such as personal interactions ("meeting and greeting") and talking on the phone or via the Internet, and are directly associated with problem-solving, decision-making, self-management and initiating and maintaining positive social relationships with peers and others.

It might be helpful to clarify what we mean by the words "social" and "emotional." Social - this word might be best understood in two different ways:

Social skills are the specific reactions, responses, techniques and strategies that a student uses in social situations.

Social competence is the term used to describe how well (or poorly) a student performs in social situations.

It is the combination of these two things that helps to describe a student's social well-being.

Emotional: While this word is most readily associated with "feelings," it is really much more than that. Emotional well-being is associated with what has been called " emotional intelligence," which includes:

Knowing one's emotions (how do I feel about this?)

Managing one's emotions (given how I feel, how should I react?)

Motivating one's self (regardless of how I feel, I need to...)

Recognizing others' emotions (I know how you are feeling)

Making effective use of social skills (the best thing for me to do now is...)

While the building blocks of emotional intelligence are important for all students, they are particularly important for students with LD who may also struggle because of something I will refer to as "goodness of fit."

Explained wonderfully in a book by Barbara Keogh, titled Temperament in the Classroom: Understanding Individual Differences, this perspective suggests that social-emotional and learning problems are linked to "temperament" (or style of behavior) and that temperament, rather than a disability of any sort, might account for how a student behaves in a particular situation. Let's think for a moment about how students do things rather than what they do or why they do them, and pay attention to such things as:

Adaptability

Reactivity

Task orientation persistence

Flexibility

What is the connection to LD? What happens when a child's temperament doesn't conform to the expectations of teachers or parents? Could a child's temperament be a "risk factor" for school achievement in the same way that LD poses barriers to learning? You bet it can!

Some Important Points About the Social-Emotional Side of Learning Disabilities

There are many students with LD for whom social skills are an area of strength and who are able to negotiate emotional challenges without needing support. Don't assume that every student with LD experiences struggle in this area.

When compared with non-learning disabled peers, studies have shown that students with LD may be prone to being more poorly accepted by their peers, at greater risk for social alienation from teachers and classmates, less frequently selected to play or join in group activities, and more willing to conform to peer pressure (in adolescence, this is especially troublesome because of the general predisposition to engage in antisocial behaviors). All of these factors clearly have a direct impact on social-emotional well-being.

Information processing and executive functioning difficulties can make it seem like students with LD are not "fitting in" and can contribute to strain and frustration in the classroom and even at home and other settings.

Students with LD often (and appropriately) demand additional time and attention from teachers and others. When these students then ask inappropriate questions, ask the same question that was just answered, respond impulsively rather than waiting their turn, or misread a social cue that results in a disruption (all of which they are prone to do), the outcome can be upsetting for everyone involved.

The following is a short list of ways to promote the social and emotional well-being of students with LD. Recognize the child's specific areas of strength (competence) and need, and look for (or create) teachable moments to model and reinforce positive skills. Teach social skills the same way you would academic skills: proceed in small steps, demonstrate and give multiple examples, offer practice and feedback (reinforcement and praise), and systematically find opportunities to generalize (apply) newly learned skills and behaviors to different settings. Some critical skills to address include:

Awareness of non-verbal cues (e.g., gestures, body language)

Social conversation (e.g., initiating greetings, turn-taking, asking for clarification)

Being funny vs. acting funny (e.g., knowing when to tell a joke and when doing so can be intrusive or offensive, knowing when to clown around and when to stop)

Confidentiality and getting personal (e.g., what types of things to share, how to get someone's attention)

Giving and accepting positive feedback (e.g., accepting praise without going overboard, offering criticism without being hurtful)

Identifying feelings (yours and others')

Anticipating problems and problem solving (e.g., before, during and after moments of stress)

Find ways to build the student's self-concept, and help them to achieve and sustain a level of appreciation and positive status among their peers. For many students, this is often most easily accomplished by focusing on non-academic activities (e.g., art, music, athletics), but may not hold true for students who have very particular areas of weakness (I am reminded of a phrase used by NCLD's former Professional Advisory Board member Dr. Sally Shaywitz, who refers to LD as "an island of weakness in a sea of strengths").

Try to minimize competition and focus instead on cooperative learning. Whether in the home, at a job, or in the classroom, students are quick to compare their work with the performances of others. Rather than asking students to work independently, try to create opportunities for shared learning and joint activities. This is not only a wonderful way to build social and emotional connections, but an approach that has considerable merit in professional literature as a way to enhance student learning.

This article from the LDOnline Web site by Dr. Thomas McIntyre is about social skill difficulties experienced by students with learning and attention problems.

Research has indicated that children with learning disabilities (LD) have more difficulty making and keeping friends than young people without these problems. Adolescents with LD have been shown to be less involved in recreational activities and to derive less satisfaction from their social interactions than their peers without LD. Read this article by Dr. Betty Osman, Honorary Chairman of NCLD's Professional Advisory Board, in which she discusses the nature of these social disabilities among children with LD, and what, if anything, parents can do to help their children and adolescents "fit in."

While this article by Dr. Adam Cox focuses primarily on non-verbal learning disabilities, it provides a helpful overview of the types of social and emotional challenges that are common to all students with LD.

Visit the Learning Store at LDOnline to learn more about this informative and effective video/DVD by Rick Lavoie.

"The Social-Emotional Side of Learning Disabilities: A Science-Based Presentation of the State of the Art." Learning Disability Quarterly, Vol. 27, No. 1

Johns, B.J., Crowley, E.P. & Guetzole, E. (2005). "The Central Role of Teaching Social Skills." Focus on Exceptional Children, 37,8. Denver, CO. Love Publishing Company.

Keogh, B.K. (2003). Temperament in the Classroom: Understanding Individual Differences. Baltimore, MD. Paul Brookes Publishing Co.

About Dr. Sheldon H. Horowitz

Sheldon H. Horowitz, Ed.D., is the director of LD resources and essential information at the National Center for Learning Disabilities (NCLD). Prior to his arrival at NCLD in 1996, he served as the associate director of the Learning Diagnostic Center at Schneider Children's Hospital, Long Island Jewish Medical Center (LIJMC) in New Hyde Park, NY. He also held the position of assistant unit chief, educational supervisor, and grand rounds chairperson of the Center for Mental Health, Department of Psychiatry at Interfaith Medical Center in Brooklyn, NY.

Dr. Horowitz has taught at the primary, secondary and college levels, and worked as a consultant to school districts throughout the New York City metropolitan region. His interests include: neurobiology of learning, educational assessment, fetal alcohol effects in children, language-based learning disabilities, disorders of hyperactivity and attention, and learning disabilities in adolescents.

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The Social/Emotional Side of Learning Disabilities

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Thinking back on this past calendar year and the scores of studies and texts that I've read covering dozens of important topics, I am reminded of how frequently I found myself nodding my head in agreement with Dr. Samuel Kirk's observation of more than 30 years ago that children with LD, in addition to struggles with academic learning, have trouble with "skills needed for social interaction."

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Try out one of the lesson plans in your classroom and share out at our next meeting!

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Try out one of the strategies in your classroom and share out at our next meeting!

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Introduction to the text and the 10-week book study format

As a secondary teacher, we know that in order to teach content, we have to develop our students' literacy.

Sections of book: Literacy Instruction and Assessment, Disciplinary Literacy, Timely Topics

Golden Lines Strategy

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Fundamentals Literacy 6-12 Ch 1 Slide Deck

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Bio: https://products.brookespublishing.com/cw_contributorinfo.aspx?ContribID=2693&Name=Martha+C.+Hougen%2C+Ph.D.

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Useful set of ground rules for discussing a text in a collaborative space.

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The Strategy:

Golden lines are an opportunity for each reader to share their learning from the text. It allows readers to collaborate and share their own learning and knowledge.

A golden line can be a line from the text that:

•raises questions for you

•confirms what you already believe

•makes you say aha

•conflicts with your beliefs

•causes you to reconsider prior assumptions

We will use this strategy at the beginning of every book study session moving forward - sometimes we will do breakout rooms like we did this evening, sometimes we will use chat.

So come ready with 2 golden lines from the chapter each week!

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UDL is described on pg. 10-11 in chapter 1. This website provides a variety of UDL strategies that you can use in your classrooms.