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Modeling.

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Repeat until it clicks! It's okay if they don't get it the first time through. It's going to come back!

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This helps the student build a solid base for future learning as well as develop more confidence.

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Students see a model of what they're doing and why it's important before being asked to do something.

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Low-risk practice and repetition with conversation, writing, and academic language

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Helps them believe in themselves

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We need to make a connection with each student. They need to understand why it's important. I think connecting why they are learning what they are learning makes the difference to ensure engagement.

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Gives them an open field to work with. Not constricting.

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Student learning is scaffolded (i do, we do, you do) so they can practice before independently executing and excelling.

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Help them find inspiration and reason

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This part shows them it is okay and expected for it not to be easy or completely successful the first time they try something, and their skills can always be improved/ built upon.

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This encourages students to think before acting! How can I use this skill to complete the task? How can I control my behavior to follow the directions?

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Students are supported by understanding the explicit skills and steps to take to execute the skill through application.

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The examine stage allows us to create a purpose and define the why of our learning

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This stage allows students to be hands on.

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By organizing the information, they can organize their thinking and key ideas with scaffolds.

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can become mentors/reading partners for other students.  can also branch out into related topics for independent study.

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Making sure supports and scaffolds are student-centered, not just what the teacher wants the work to look like

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This would help my student understand the purpose of the task/activity.

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Helps them to compile details into a big picture or main idea

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Realizing they are building knowledge, may give them more confidence.

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I like that there is no wrong answer, all responses are an honest inquiry. 

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I like that there is no wrong answer, all responses are an honest inquiry. 

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I would visuals. I would ensure that there is a clear defined outline with visuals to ensure they understand.

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While learning a new language, students will benefit from seeing, hearing, and working with academic text in an organized and structured fashion.  You can provide visuals, sentence frames or stems, paragraph frames.

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Pushes them to go deeper and not go for the easy answer.

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Students who are not confident can fall into many different categories: EL/ELLs, students who may

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After wondering and organizing, it will be powerful to explain the different elements of the text to students who may have never heard or used certain vocabulary to describe something.

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Struggling EL students (really all struggling readers)

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Struggling EL students (really all struggling readers)

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Thinking maps are wonderful tools for EL students to help organize their thinking and what they've read so far. It can also be a pre-writing tool for them.

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This will build a schema/ background for those who have moved from other countries as well as support learning of the English language.

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benefits for both the students and teachers. Students can get engaged to the open end discussion in an welcoming environment and teachers can figure out what level/ prior knowledge the students are at from their responses.

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By examining the text deeper, we can break down difficult phrases such as similes, metaphors, or multiple meaning words

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This stage allows for every one to gain some background knowledge before diving into the text

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This stage provides students with a visual idea of what they are reading/learning. Also, organization allows for the information to be comprehended better.

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Misunderstood "behavior issues" student 

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Misunderstood "behavior issues" student 

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I feel like this step breaks down reading comprehension into more understandable levels. My boy would thrive with this

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It is safe and wide open in responses.

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Students with behavior problems may feel more comfortable participating, as this fosters a positive, collaborative environment (no answer is wrong).

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jump starts engagement, encourages interaction with the text, and builds confidence for sharing out

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Students will gain confidence and knowledge from sharing in a safe and supportive environment. There are no "right" answers, lowers students' affective filter.

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By making a chart and organizing specifics like: characters, setting, the plot in time order, etc.. this allows to build on that knowledge and make the connections if there is limited prior knowledge

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EL students will benefit from hearing different ideas from their peers. It will give them time to consider their own thinking and build background.

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Low stakes where students don't feel the pressure of providing a "correct" answer. They feel supported by listening to other wonders from their peers and may be more likely to participate.

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The wonder stage is great for my students because they can listen to each other respond and share their ideas " risk free."

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This stage allows those higher-level students to record on their own level. It's less structured and more about them communicating/recording their thoughts on paper. They would be able to include more details that they may have.

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The student would benefit from background information of the topic at hand. I should not assume they know.

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Have the opportunity to share their thinking without having to worry about their answer being "wrong."  This stage will help them feel included in the lesson, which will build their confidence.

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Scaffolds and guides students towards organizing their thoughts so that they can reach the Reveal, Distill, and Know stages.

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students with language difficulties

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students who experience trauma

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physical or mental impairments

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lack support at home

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lack of experiences

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reluctant readers

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visually impaired

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struggling readers

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Students who self identify as 'bad' readers

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lack motivation

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Need sensory input

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students who are below grade level

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Students who are above grade level

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Students with unique learning styles

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Students who receive EL services

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Middle of the road students, not always vocal

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Students with Emotional needs