# data[].attributes.body
TPCASTT with Students

# data[].attributes.body
Lit Circle on a Google Doc

# data[].attributes.body
"Pass the Plate" to activate Prior Knowledge

# data[].attributes.attachment_link.title
Activating Prior Knowledge (Student Sample):

# data[].attributes.body
Using a Double Bubble Map to Summarize

# data[].attributes.attachment_link.title
Double Bubble Map Analogy for Summary (Student Sample)

# data[].attributes.body
Graphic Organizer: Circle Map Example

# data[].attributes.attachment_link.title
Graphic Organizer: Circle Map Example for Academic Vocabulary

# data[].attributes.body
Reading Graphic Organizer: students summarize

in one sentence of read paragraph; then, students doodle something from that paragraph; students select a word and add i’s definition; lastly, students ask a question.

# data[].attributes.headline
Using a Reading Graphic Organizer to chunk the text

# data[].attributes.subject
Using a Reading Graphic Organizer to chunk the text

# data[].attributes.body
1. Using a Reading Graphic Organizer for chunking the text. I learned this graphic organizer from a conference I attended with other teachers a long time ago.

2. Student sample of chunking the text of WMDs by Brian O’Connor. Students read the article paragraph by paragraph. Students first summarized in one sentence; then, students doodled something from that paragraph

3. Reflection: the activity worked well. I’ve used this reading graphic organizer a lot, and the students know the routine of folding the paper and labeling the columns. I do think I may have to digitize this activity as students lose their papers, and I have students have to attend the class remotely.

# data[].attributes.headline
ABC Brainstorm Graphic Organizer for Previewing a Topic: Tim Burton

# data[].attributes.subject
ABC Brainstorm Graphic Organizer for Previewing a Topic: Tim Burton

# data[].attributes.attachment_link.title
Previewing/Predicting Strategies: ABC Brainstorm & Summary

# data[].attributes.body
I have students use a graphic organizer to identify soapstone. This organizer has successfully worked for videos, informational articles, and poems. Sometimes students struggle to identify an element or two but even so it allows us to have good group discussions and fill in the gaps.

# data[].attributes.body
I really enjoyed this approach, and the students saw value with it as well :)

# data[].attributes.body
These strategies have been around since the dawn of time and any ELA teacher who got through school without learning them, well they should highly reconsider their education.  My grade level team adopted TP-CASTT a long time ago - but we didn’t feel it was as effective as it could be, so we reshaped it a bit to TPFASSTT > Title, Paraphrase, Figurative Language, Audience, Speaker, Subject, Tone, Theme.  Among many reasons, we wanted the term to be accurate - attitude is all and well and gives you your mnemonic, but it isn’t the name of the literary device that students would be assessed on.  With our version students look at the deeper language of poetry and get at the heart of Speaker/Subject.

For my activity, students analyzed Trent Reznor’s “Hurt” and we were focusing heavily on speaker and tone.

# data[].attributes.body
My students are using a combination of “marking the text” (which most sane people would just call annotation) and “metacognitive markers”.  Students need to identify important information, but they need to write about why they thought it was important - did they have a question, or a connection, did they need to summarize it, or a definition.  Students cannot just randomly highlight the text, they have to document their thinking and have a conversation with the text.  The meta markers you’ll see at th # sign - but we use it in the social media sense of hashtag and it indicates their emotional responses (I have taught them ? and ! but they tend to be at the end of phrases anyway) which further pushes students to think about what they are reading because they are feeling it.

# data[].attributes.body
TPCASTT Analysis of Celebrating Death by Adonis

# data[].attributes.body
Two-Column Journal for To Kill a Mockingbird

# data[].attributes.attachment_link.title
To Kill a Mockingbird Ch. 1-4 Dialectic Journal Assignment 

# data[].attributes.attachment_link.title
Copy of Gabriella Pelayo - Treasure of Lemon Brown Quick Write

# data[].attributes.attachment_link.title
Copy of Angie Aparicio Chavez - Copy of Four "I's" Graphic Organizer

# data[].attributes.attachment_link.title
Copy - TP-CASTT Worksheet: Oranges by Gary Soto

# data[].attributes.headline
ELA Strategy: Text Analysis & Annotation – Coding the Text

# data[].attributes.subject
ELA Strategy: Text Analysis & Annotation – Coding the Text

# data[].attributes.body
I used the Coding the Text strategy to help students actively engage with the reading. Students were more focused and demonstrated better comprehension by identifying key ideas and areas of confusion. One takeaway was that students benefited from having clear annotation symbols modeled beforehand. If I used this strategy again, I would provide a guided example first and incorporate a short discussion after annotation to deepen understanding.

# data[].attributes.headline
ELA Strategy: Questioning & Discussion – Socratic Seminar

# data[].attributes.subject
ELA Strategy: Questioning & Discussion – Socratic Seminar

# data[].attributes.body
I used the Socratic Seminar strategy to encourage student-led discussion and deeper thinking about the text. In OSC, students were highly engaged and built on each other’s responses, which led to more meaningful conversations than typical class discussions. One key takeaway was that students benefit from having guiding questions prepared in advance. If I used this strategy again, I would incorporate more structured roles to ensure all students participate equally.

# data[].attributes.attachment_link.title
Chronister ELA Strategy: Questioning & Discussion – Socratic Seminar

# data[].attributes.headline
Chronister ELA Strategy: Previewing & Predicting – Anticipation Guide

# data[].attributes.subject
Chronister ELA Strategy: Previewing & Predicting – Anticipation Guide

# data[].attributes.body
I used the Anticipation Guide strategy to help students make predictions before reading and reflect on their thinking afterward. Students were engaged from the start and showed strong interest in whether their predictions were correct. One key takeaway was that students made deeper connections to the text when they revisited their initial responses. If I used this strategy again, I would include more open-ended statements to promote even richer discussion.

# data[].attributes.attachment_link.title
ELA Strategy: Previewing & Predicting – Anticipation Guide

# data[].attributes.headline
Chronister ELA Strategy: Summarizing – GIST Strategy

# data[].attributes.subject
Chronister ELA Strategy: Summarizing – GIST Strategy

# data[].attributes.body
I used the GIST strategy to help students focus on identifying and summarizing the most important information from the text. Students were challenged by the 20-word limit, but it pushed them to think critically about what was essential. One key takeaway was that students improved their ability to distinguish between main ideas and supporting details. If I used this strategy again, I would model an example more thoroughly before having students complete it independently.

# data[].attributes.attachment_link.title
Chronister ELA Strategy_ Summarizing – GIST Strategy

# data[].attributes.headline
Chronister ELA Strategy: Other Active Reading – Think-Pair-Share

# data[].attributes.subject
Chronister ELA Strategy: Other Active Reading – Think-Pair-Share

# data[].attributes.body
I used the Think-Pair-Share strategy to encourage all students to engage with the text and participate in discussion. Students were more willing to share their ideas after discussing them with a partner first. One key takeaway was that even quieter students contributed more during the “share” portion. If I used this strategy again, I would provide more structured guiding questions to deepen the level of discussion.

# data[].attributes.attachment_link.title
Chronister ELA Strategy_ Other Active Reading – Think-Pair-Share

# data[].attributes.body
https://padlet.com/avdistrict/literary-device-scavenger-hunt-c5h98b60okses2pr