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Projectgutenber.org --- out of print books free!

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Projectgutenber.org --- out of print books free!

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Cfpb.gov has good financial literacy info

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Cfpb.gov has good financial literacy info

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This is good for interventions, especially since so many read below grade level.

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Teaching a friend! [Students are the teachers]

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Teaching a friend! [Students are the teachers]

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I want to go back to using Padlet as another way for students to complete math assignments.

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I would want to use this as a station in my class. Love this

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I would want to use this as a station in my class. Love this

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Reading is something we will do our whole lives. In every subject we have and in life. I teach special education and reading is important even if it’s a menu! Highlighting and underlining is important for retain information that is important. I use getepic.com.

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I love using "chat stations" where I post 5 to 6 different sets of same skills (example: author's purpose passages) and students move from one station to another, chat ,and write down what they analyzed. Look up chat station graphic organizers.

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I love using "chat stations" where I post 5 to 6 different sets of same skills (example: author's purpose passages) and students move from one station to another, chat ,and write down what they analyzed. Look up chat station graphic organizers.

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I print the lesson summaries in SS & have student close read & annotate
I also use ReadWorks

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I have been trying to find a way to incorporate podcasts into some curriculum if possible. I have read that a podcast can really build that listening skills with information connection.  

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I have been trying to find a way to incorporate podcasts into some curriculum if possible. I have read that a podcast can really build that listening skills with information connection.  

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Have a reader role. Reader reads aloud and other students help when they get stuck on words.

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I love all the shared reading resources to bring more sharable content into the classroom.

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I love all the shared reading resources to bring more sharable content into the classroom.

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PBS has good stuff

Ck-12

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Interacting with the text should be more than just highlighting.

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One of my favorite resources is common lit! It has a lot of great texts that connect to other stories you may read in class.

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CommonLit | CommonLit Library | Browse Content by Theme, Grade Level and More

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View the CommonLit collection and filter by grade level, theme, genre, literacy device and common core standard.

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Like the Mindset to reading! Encouraging students to think as read.

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I enjoyed how we can show students how to struggle with the text to understand it. 

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I enjoyed how we can show students how to struggle with the text to understand it. 

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I will certainly use this while teaching annotation.

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I love the idea of setting a timer and having my students read from GetEpic and allow them to find things they like on their own. Stories they are INTERESTED in!

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I love the idea of pulling supplementary texts to support Journeys. Sometimes, the text the book provides isn't rigorous (or interesting) enough. 

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I love the idea of pulling supplementary texts to support Journeys. Sometimes, the text the book provides isn't rigorous (or interesting) enough. 

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Padlet for taking notes on text as you read with them. Students have a shared class padlet. They love it! - Jordan 

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Padlet for taking notes on text as you read with them. Students have a shared class padlet. They love it! - Jordan 

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I've had students use 2 highlighters to mark a text - one color to show what they understood and another to show where they got confused. This is a very quick visual to see how much they get on a first read.

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I've had students use 2 highlighters to mark a text - one color to show what they understood and another to show where they got confused. This is a very quick visual to see how much they get on a first read.

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Love the idea of pulling reading materials for science to increase the rigor and supports students reading progress!

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Every teacher knows these students: the reluctant reader, the class clown, the resistant writer. Cris Tovani, author of Why Do I have to Read This? Literacy Stategies to Engage Our Most Reluctant Students, views these masks that kids wear as entry points into understanding who they are and then responding to their needs.

In my conversation with Cris, we talk about:

developing a partnership approach to teaching and learning with our students,

planning literacy instruction long term so we can anticipate challenges, and

how our own interests and questions can be models for our students' inquiries.

Welcome Chris to the podcast.

I was just sharing my introduction to your work. This is 20, almost over 20 years ago. Now your first book, I Read It, But I Don't Get It. I was a newly minted fifth and sixth grade teacher. And I realized I had to teach readers and not just reading as a subject area. And I wasn't sure what to do. So I found your book and read it a couple of times. I had so many post-its in there, kind of taking it to heart, what you recommend. And the text was much thicker with all the post-it notes inside of it after I'd read it a couple of times. I've enjoyed every one of your books since then. Your newest one is Why Do I Have to Read This? Literacy Strategies to Engage Our Most Reluctant Students. So tell me if you can, tell us what prompted you to write this book?

Well, thank you for reading my book. I do appreciate that and for your time. You know, I guess I think for me, there was always, there's always been kids that I just struggled to hook and I really wanted to dig into to those kids to figure out what, you know, how do I get, how do I get those students engaged? And we were just talking about my instructional coach and friend Sam Bennett, and I think when she would come visit, that was one of the things that she would always ask me, you know, who did you get smarter about today and what did you learn about so-and-so? And that so-and-so was usually a kid who was disengaged. And so it became a sort of curiosity for me to think about, okay, what's that? What does that student need to, you know, just to dig into the text, to dig into writing and discussing them, just really participating in school.

You mentioned Sam in your Stenhouse podcast and she noted that it took her four years or around 40 classroom visits before she could actually ask you a question that you cared about, or make a point that changed how you. What happened in those first four years? Was it around building relationships and professional trust?

Well, if you don't know Sam, she's a little hyperbolic and I don't think it was four years. We always had a good relationship. We always laugh and had fun. I think what I started to really let her coach me was when she started sharing questions, she was truly curious about, and it became more a partnership than somebody facilitating people running through my classroom. And I think that's when it became fun because I was taking all these risks, letting visitors observe. Until she started taking risks, sharing what she did, what she wanted to get smarter about it, that's when things started clicking.

So when she was sharing her own inquiries with you, it became more of a level playing field, so to speak.

Yeah. Yeah. And you know, we laughed because I introduced her the first few times when she started facilitating visitors for me as my coach. What I was really trying to do was give her credibility to these kinds of crusty high school teachers that had been sent there to be fixed by their principal. I didn't really intend for her to be my coach, but she took that to heart. And so initially it was like, "Wait, what are you doing? What, what are you telling me? Is this for, what are you asking me this for?" We sort of had to redefine our roles and she, she just didn't give up on me either. That was the other piece too. I think she just kept coming back and coming back with questions. And finally there was some things that I started to care about. I saw how much she could really lend them on instruction.

Yeah. That story with her pushing you to rethink that one class and honorable of you two to open up like that. So that, I think I just felt very affirming when I read that. And I think anyone can read this book and just feel like I can do that and nd it's okay to make mistakes. Speaking of trust, um, you kind of use the metaphor of masks, which I'm sure you, weren't thinking about when you wrote this to our current reality. The mask, more of a metaphor of just the personas and personalities that kids wear when they come into your classroom. The mask of apathy and anger, for example. But they all seem to relate to relationships and trust that that we have with our kids, especially in the beginning of the year. What makes a teacher trustworthy to help pull off the masks with kids?

You know, it was weird. There was that, that we wrote about masks, because we turned the final draft in way before COVID. I think for me, one of my core beliefs is that students would, if they could. That nobody wants to look like a loser or fail. And so when I would see kids coming in angry or fooling around. I just didn't want to label them as that way all the time, because I had seen them in different contexts. I had seen them around the school or on the football field, and they didn't have that same mask on. And so when they would come into class with that mask on, it was just this kind of fun challenge, really, to figure out, "Okay, what is this kid going to need to take this mask off and be serious like he is when hewhen he's on the field with his football team, or when he's in the cafeteria talking to his buddies?" How can I, you know, get him to really be vulnerable too and what his needs are or how he'd like to get smarter?

Hmm. I'm thinking about Mauricio is one example from your book in the beginning. All these kids were trying to develop their identities at the secondary level and who they are while trying to fit in and avoid looking dumb. What you talk about there, it seems like entry points with these kids, not as necessarily bad things, they bring a different mask to your classroom, but as ways to engage with their level. So Mauricio did not want to finish his writing, and he was done. But you presented that authentic audience to him and that engaged him to write a better piece through the writing process. Can you say more about that?

Sure. Yeah. Mauricio was a really great kid, but he really just intended to graduate from high school. Part of it was because he was undocumented and for college really wasn't an option at that point for him. He was just trying to get by with minimal effort. So when I think about myself, like when I'm just trying to get by, or when I'm doing something that I don't like to do, or that's hard for me to do, I've got to have a real reason to dig back into it. I think that having an audience that, that we send you, I send writing out to people, because I think that gives you an urgency to make it better. I don't know, it just seems like if a real person is going to read it, you're going to try better and you're going to revise it. You're going to put some effort into it. The kids all knew I loved them. So, you know, it was like, "Okay, whatever, this is good enough." But for other people, that seemed, an authentic audience, seemed to lend some urgency to kids wanting to redo and revise.

So then that leads into the heart of the text is developing curriculum that you can anticipate, CYA. It was an interesting approach. You have expectations for kids, right. But sometimes those can be reflected in our curriculum. So how does your approach with curriculum so that we're not, I guess, selling them short, how does your approach to curriculum, CYA, help you keep your expectations high?

Well, I read when I was writing a book, Sam gave me a little excerpt from, um, Steven Wolk's book, Being Good. He cites two researchers in there, deMarrias and LeCompte's, and their definition of what curriculum was. I didn't really know the curriculum was everything teachers do. I just thought it was, you know, the stuff you had to read or write or view. I didn't realize it could also be the way you arrange the seating in the room or talk to kids. And so it sort of opened my eyes, that curriculum is so much bigger. We were, Sam and I were sitting there doing a little revising, she helped me with the major editing of this book, and she said, "Okay, when you go in to do demo lessons, how do you prepare for these kids that you've never seen before?"

Like, like how do you plan for that? And I just looked at her and I said, "Well, I gotta cover my ass." We'd start laughing, at CYA. So we started to take that Curriculum You Anticipate for mixed audiences. I know it was of gotten to like a PG rating now on your podcast. But to think about, if you're not one for longterm planning, which I wasn't, I didn't want to waste my time planning for kids. I didn't know yet, which was a big mistake because once kids come to the class, you hit the ground running. I realized that if I did a little bit of long-term planning, it was going to give me more time, in class doing individualized teaching or instruction because I wasn't trying to coax a kid into doing what I wanted him to do.

And so, you know, you've taught and you've been a principal. You just start to accept that, you know you're going to have struggling readers. We're going to have at least one, and you know you're going to have somebody who's going to say, "This is stupid. I really learned this." And you know you're going to have somebody who says, 'Why do I have to read this?" And, you know, you're going to have somebody who wants to know, is this good enough, they need a model. So if I started anticipating some of those questions, as I planned units, I would have that text ready for the kid who struggled. I would have a reason to say, "Okay, here's why we're digging into this." I have a case study that, the one I had chosen to use as a model for the class didn't work, I would have another case study I could share with the kids. So he could see a reason. Those kinds of things in the CYA structures helped me with the long-term planning. So during the day when I'm with kids, I can make those tweaks. And those small changes to re-engage kids who have kind of dropped off a little bit.

And you carry those plans for year after year, as any curriculum, but you adapt them to each group of kids that you get?

Yeah. And so you thinking about, you know, I'm trying to couch, I'm trying to really cradle all standards in compelling topics.

The cradling of the standards. I think that for me, that made a lot of sense,

This is all that equity work we're talking about now, and fairer standards to different populations of kids and just trying to think about, if I can find a really compelling topic, that's going to be timeless. So work from the previous year that I don't necessarily have to change. The fun work would be, you know, opinion articles and updating the text. I am just trying to build onto each year, onto what I've done the year before, but not to a point where you forget what it was like on a first read. When you read the same book over and over again with kids, you just forget what it was like, and then you are not as patient. So I tried to model a couple of those in the book for teachers. So they could see that not every year they were having to throw everything out and start over again, because that is just grueling in terms of planning. And also, I think articulating what you've done between grade level as well. If every year the teachers are doing something different than, than they did a year before, then it's hard for 10th grade teachers to know how to build onto that.

So you want that articulation through, throughout the grades too. Is there a tool or a template that you liked? That was one thing I was wondering too, is do you use a curriculum mapping tool or do you use more just a Microsoft word document? Where do you keep these plans?

Well, I have a format and I have it in the book. I think I have it in the book, where I just kind of go through all those six keys. I literally just write them out. And then I have that workshop wheel where the work time is a major part of the time I'm with kids. And that's where I start thinking about, okay, what are kids going to read, write and talk about during that period? So, I guess I have two tools. I have one to kind of do a long range plan, and then I've got a little daily plan that is very simple that there's some days I don't do it every day. But I don't have to because of that long-term plan in place. I know where I'm going.

You got two things in place. You've got the unit of study, but you've got the framework of the workshop model that kind of drives your daily instruction. I remember a quote that I appreciated too. Early in your teaching career, you felt like "Everyday it felt like starting over again." That's when you started and I felt the same way teaching too. in my first years. You started to integrate more purpose in your workshop beyond just becoming just better readers and writers, which is not a priority for every kid in our classroom. But looking towards something. You just saw that larger purpose. Workshop connotes making something, right? And so you talk about the makes and the dos in your tasks with them.

Yeah. You know, I was an elementary school teacher for 10 years before going to high school. The last grade I taught was first grade before I had high school. I had learned a lot and had the privilege to study a little bit with Donald Graves and Donald Murray. And so I brought a lot of that old-school workshop to high school with me. I think my mindset was okay, I'm gonna use workshop to make them into better readers and writers so they can survive their other courses. I thought the strategies as really tools to access content. The problem was, you're right, when you say that that's not enough for a lot of kids. I wasn't giving kids a chance to use those tools to do real work. And I think that's where, planning with long term plans with compelling topics in mind, really gave kids an opportunity to read and write and talk about authentic things that were happening.

I think it goes down to these reasons, like kids need more than one reason to really read a lot of times. I could get kids to do things just because they like to, but there was always three or four, especially 10th grade girls that would I just annoy, I don't know why. But it wasn't enough for them. But Once there was an audience that they were writing for that hooked those three. Sometimes it was controversial questions that didn't necessarily one right answer that hooked another three kids. Choice of texts with another few kids. So I started thinking about, okay, how can I give kids more reason to read and write? I think then that's when the workshop really started coming alive, they were making things that they saw a purpose in.

You seem to add more structure to a workshop model in a sense, in terms of your long-term planning. I mean, you were very fluid in your daily instruction, but adding more maybe entry points, I guess, to the unit of study itself. That was what I took away.

Yeah. I interview people all the time formally and sometimes more informally. I just started realizing how many people just didn't choose to read or like to read. And it didn't matter if you gave them the hottest YA book there was, or the best seller on the New York Times, just because you said it was a good book that wasn't going to be enough. Especially when I would talk to men or young men, they were like, "I want to read for reason, I want to read to be able to do something." And that kind of really hit home with me, that a lot of kids in my intervention classes were ones who just, who didn't read for enjoyment, who didn't read, because somebody said this is a great book. But they would read if it was something that was going to empower them.

The stories from the book are great. And you kind of walk the reader through every process, from where they started to using these tools to be successful, empowered. This quote from page 67, I highlighted: "Our questions drive how we build our prior knowledge about a topic. Our goal is not to memorize facts, dates, names, or places; it's to study a real-world problem that can affect how we vote, the health of the economy, and how we respond to an international issue." So you made a good point there too about providing students with background knowledge that, that they genuinely care about. What is your process for collecting this information and knowledge to be able to give them those additional entry points? I know you're active on Twitter, for example, you pull up permission from there. What is your reading diet like?

I tend to get a lot of, I read a lot of nonfiction. I read a lot of newspapers. I don't read as much fiction and I probably should, because I think I like some of those young men of my classes, I like to read and get smarter about something. I think that that whole background piece: there's a study I read by Hattie and Yates and they talked about how background knowledge is the number one predictor of success. The faster you can assess what kids know, the faster you can build it so they can go deeper. And I thought, Okay, so what would that look like if we were trying to build background knowledge about an issue that you didn't have a lot of information about? So what I write a lot about in the book is Syria.

I had just kind of heard snippets of the Syrian refugee crisis, and I didn't really know what it was about. But I thought, Okay, I think that would be a really interesting unit to build, and while I'm building that, I can watch how I build my own background knowledge. That will inform how I share with how I can teach kids to build their own. So I think as a teacher, and I learned this from Debbie Miller, an amazing first grade teacher in Colorado, Debbie said, "My job isn't to build background knowledge for these first graders. It's to show them how to build their own background knowledge because that's going to empower them." And so watching what I need to get smarter about an issue or a topic informs them what I want to share with students.

It's like Syria. I really wasn't even quite sure where on the map it was. I mean, I knew it was in the Middle East and I wanted to know like what the big deal was and why Obama was crying because of the chemical weapons that had been dropped. I started asking all these questions and then those questions led me to nonfiction, but then the questions I had helped me sift and sort what part of that non fiction I read. It was such a big topic that even though I had to study that for two months before I taught the unit, there was so much more I didn't know about it. That then provided that sort of shoulder-to-shoulder collaboration that I could do with the kids. "Here's how I found this out. Maybe you can find your answer to your question, trying the same process." So I think it's like being more collaborative and just modeling those thinking processes for kids.

Sounds like a similar partnership, relationship between you and your coach.

Yeah. I mean questions, right? Questions drive, our curiosity drives what we give our time to and what we decide to read and what we decided to skip and what we decide to read more of. I think it's just a lot of it's reigniting that curiosity with high school kids. They're curious, just not necessarily about the topics we want them to be curious about. We have to create that curiosity.

The concept of engagement has been around a while. But I think this book presents it in a whole new light and just allows the reader, educator to dive deep into your process and kind of walk out of it feeling like they can do it. The book is Why Do I Have to Read This? Literacy Strategies to Engage Your Most Reluctant Students by Cris Tovani. This is your fifth book, correct? And each one - they're all good - but each one gets a little better, a little more personal, a little more real, and funny. Thank you, Cris.

Thank you for your time today. I appreciate it.

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How Cris Tovani Uses Literacy Strategies to Engage Her Most Reluctant Students

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Listen now (22 min) | Every teacher knows these students: the reluctant reader, the class clown, the resistant writer. Cris Tovani, author of Why Do I have to Read This? Literacy Stategies to Engage Our Most Reluctant Students, views these masks that kids wear as entry points into understanding who they are and then responding to their needs.

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NASA.gov brings you the latest images, videos and news from America's space agency. Get the latest updates on NASA missions, watch NASA TV live, and learn about our quest to reveal the unknown and benefit all humankind.

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If I love reading about it, then students will love reading about it!

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Standard 8.H2.2 Investigate how conflict can be unifying and divisive

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1. Rose Greenhow

Known from a young age as "Wild Rose," Rose O'Neal Greenhow ascended the ranks of Washington, D.C., society as the wife of a wealthy and prominent doctor. Her charmed life took a tragic turn in the 1850s, when her husband and five of their eight children died. In the months before the Civil War broke out, Greenhow, a fervent supporter of the Confederate cause, became the ringleader of a growing network of anti-Union spies. Renowned as a charming hostess and engaging conversationalist, she gleaned critical information from politicians and diplomats, passing along their secrets to Confederate General P.G.T. Beauregard and other contacts.

In July 1861, Greenhow obtained critical information about the Union Army's planned attack of Manassas, Virginia. She sent her 16-year-old courier, Bettie Duvall, through 20 miles of Union territory with a coded message for Beauregard tucked into her hair. Confederate President Jefferson Davis later credited Greenhow for his army's success at the First Battle of Bull Run (Manassas).

On August 23, 1861, Allan Pinkerton, head of the federal government's newly formed secret service, arrested Greenhow and conducted a raid of her home. She and her youngest daughter, Little Rose, were placed under house arrest and later sent to prison. Despite her confinement, Greenhow still managed to transmit cryptic notes to Confederate leaders.

After her release in 1862, Davis sent her on a diplomatic mission to Europe, where she met with Napoleon III and Queen Victoria, became engaged to a British nobleman and published her memoirs. While returning to America in 1864, Greenhow's ship ran aground off the cost of North Carolina after encountering Union forces. Trying to escape in a rowboat, she drowned in choppy water, weighed down by gold intended for the Confederate treasury.

2. Harriet Tubman

One of the most celebrated heroines in American history, Harriet Tubman is perhaps best known for ushering enslaved people to freedom through the Underground Railroad in the 1850s. But not everyone knows that the courageous Tubman, who escaped slavery in 1849, set up a vast espionage ring for the Union during the Civil War.

In early 1862, with the support of abolitionist friends in the North, Tubman traveled to South Carolina, where she served as a nurse and teacher for the hundreds of newly liberated slaves who had assembled in Union camps. She soon recruited groups of black men who slipped behind Confederate lines, posing as servants or enslaved people in order to gather military intelligence.

She also organized dangerous missions in which Union troops destroyed plantations and spirited formerly enslaved people away on warships. In June 1863, Tubman herself led an armed expedition along the Combahee River, disrupting Confederate supply lines and liberating more than 700 enslaved people.

In a shameful coda to Tubman's wartime exploits, she was paid only $200 during her three years of service, forcing her to scrape together a living selling pies, gingerbread and root beer; she was also denied a pension for her spy work. Later in life, Tubman became a key figure in the suffrage movement.

3. Belle Boyd

Born into a Virginia family with strong Southern loyalties, the celebrated beauty Isabelle "Belle" Boyd became one of the Confederacy's most notorious spies after a skirmish with a drunk Union soldier in July 1861. According to her own account, the man invaded her home, tore down a Confederate flag and spoke offensively to her mother; enraged, 17-year-old Belle shot and killed him. Acquitted of the crime but closely watched by Union troops, she beguiled her enemies into revealing military secrets, which she then transmitted to Confederate commanders.

In May 1862 Boyd was staying in Fort Royal, Virginia, with relatives whose hotel had been taken over by Union officers. She eavesdropped on their meetings through a hole in a door and rode through enemy lines, reportedly dodging bullets along the way, to report to Confederate General Stonewall Jackson. She was imprisoned that July in Washington, D.C., but released a month later; a second incarceration the following year ended with her banishment to the South.

Boyd sailed for England in May 1864 to serve as a Confederate courier but was intercepted by Union troops. One of them, a naval officer named Samuel Hardinge, fell in love with the alluring spy and helped her escape to London, where they wed. He apparently died shortly thereafter.

Boyd, now a widow and mother at 20, remained in England to compose her memoirs and launch a successful stage career. She later returned to America, where she continued acting, married twice more and lectured on her wartime experiences across the United States.

4. Elizabeth Van Lew

Raised in a wealthy slave-holding family in Richmond, Virginia, Elizabeth Van Lew developed strong abolitionist sympathies as a young adult, particularly after attending a Quaker school in Philadelphia. After her father's death in 1843, Van Lew convinced her brother to free their enslaved workers, many of whom stayed on as paid servants.

When war broke out, Van Lew and her mother began visiting Union soldiers held in Richmond's brutal Libby Prison, bringing them clothing, food and medicine. She helped men escape, smuggled out letters for them and gathered valuable information about Confederate strategy from both prisoners and guards.

In late 1863, Union General Benjamin Butler recruited Van Lew as a spy; she soon became the head of an entire espionage network based in Richmond. With the help of her servants-including Mary Bowser, an important spy in her own right-Van Lew sent coded messages to Union officers, often using invisible ink and hiding the dispatches in hollowed-out eggs or vegetables.

She convinced new members to join her covert ring, including a high-ranking official at Libby Prison. When Richmond fell to Union forces in April 1865, Van Lew brazenly flew the Stars and Stripes above her home, drawing even more ire from her scornful neighbors.

By war's end, Van Lew had become a pariah in her own community but earned the respect of General Ulysses S. Grant, who appointed her postmaster of Richmond. She spent her final days in poverty, having used up her family's entire wealth on espionage activities. The family of a Union officer she had assisted during the war-who happened to be the grandson of Paul Revere-provided for her until her death in 1900.

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Secret Agents in Hoop Skirts: Women Spies of the Civil War | HISTORY

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Find out more about Rose O'Neal Greenhow and three other female informants who played a significant role in America's bloodiest conflict.