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1)  Divide students into pairs and give a chunk of the Stretch to each pair.  Have them work together to circle words they don't know, and highlight additional evidence that supports the answer to the thought question.  Every pair shares out.  Teacher pulls up the text and looks at unknown words to discuss how to use context clues.  Have students add additional evidence to their graphic organizer before composing their answer.
2) Use discussion questions to enrich conversation and advance students' thinking.

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Debate Topic Graphic Organizer - Use it to lexile level debate, and then take some time and look at the Stretch and further support your position with additional evidence you found in the text.

Break the stretch up into single paragraphs, and give them time to share something new (interesting turn of phrase); go around the room and have each partner share out.

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-Students can summarize using vocab words
-Use discussion questions to help with critical thinking skills and use of analyzing complex texts either with or without the teacher

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Text complexity - use dig deeper & stretch to identify more complex text structures to emulate, compare response to stretch text and look at text features.
Vocabulary - use graphic organizer, use highlighter tool to identify unknown words, focus on several words you really want the kids to know, and require them in the TQ response, pull good words from the Curriculum key to focus on,
Evidence - use dig deeper/Stretch to find additional evidence, use graphic organizer to record thoughts,
General ideas - peer edit, provide feedback and offer to resubmit for additional credit

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Spades Odd - Karen A, Christine F, Nikki P, Kathryn K, Michael C, Gina A, Jessica D, Gloria P, Chad T

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Spades Odd - Karen A, Christine F, Nikki P, Kathryn K, Michael C, Gina A, Jessica D, Gloria P, Chad T

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* Build Fluency
* Model Close Reading with Reading Connections, highlighter, or graphic organizer
* Practice using annotation tools embedded within A3K
* Socratic Seminar - Using Discussion Questions from Teacher Recommendations
* Exposing students to grade-level text
* Sentence structures; mechanics; grammar, etc.

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* EVIDENCE -Highlight additional information in Stretch article to use in revised Thought Question.

* TEXT COMPLEXITY Use Dig Deeper from Stretch to include 1-2 details that reinforce Thought Question prompt.  Students peer edit together paying attention to creating several complex sentences.  Teacher should consider offering struggling readers sentence stems/frames.

OR  Teacher leads small group/whole group session to compare 3 different levels of sentence structures that explain the same detail, just at different levels. (Use student writing sample with same detail from Stretch.)
*VOCABULARY - Have students use the BOLD font tool to BOLD/highlight new vocabulary learned from Stretch Article in their Thought Question revisions.

OTHER IDEAS:
* Sponge activity at end of session, annotate Stretch Article with same purpose as done with independent text/article. Use these notes to review TQ.

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You need to know the context of the instructional objective before you plan the rotation.

- utilize a graphic organizer to have students record their lexile leveled vocabulary, then the vocabulary in the stretch, and replace where appropriate in their revision.

- doing revision with neediest students in am group.

- use highlight/annotation tools to find extra details in the stretch with a partner

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Clubs - Even Group 2
Enrichment comes from Stretch, using context clues to better define vocabulary words they do not know.

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INCREASE VOCAB RICHNESS: Isolate a paragraph - look at higher level vocab and strategies for decoding (context clues, etc.)

INCREASE TEXT COMPLEXITY: Compare complexity of student written sentences to complexity of Stretch sentences

ADDING EVIDENCE: Students go back to Thought ? response and infuse new information.

GENERAL: Generate discussion and debate citing newly acquired evidence

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Clubs Even, Group C (Deb, Margaret, Aubrey

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Clubs Even, Group C (Deb, Margaret, Aubrey

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1) In order to increase text complexity, student needs to investigate further in the Dig Deeper and the Stretch to provide additional evidence. Student only stated information presented in the Lexiled article.
2) Student did not state opinion/position
3) Teacher needs to provide instruction on the Stretch; direct instruction should guide the student to a revision of the initial thought question submission.

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Group students and make them "paragraph experts." Each student reads and analyzes an assigned paragraph for additional evidence, shares with group how evidence supports "agree" or "disagree."

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Vocabulary -
Look

Additional Evidence - pg 2 Dig Deeper

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1. Utilize the Stretch vocabulary in the revision. ie "apply" vs. "applicant".
2. Use the highlighting tool and/ or highlighter on the Stretch to note how  the vocabulary words are used in the Stretch and discuss how they can add those to their revisions.
3.  Number paragraphs and ask students to go to specific paragraphs for additional information. Be sure to include paragraphs from Dig Deeper.
4.  Use probing questions from the Teacher Recommendations to get students digging deeper into the text.
5. Preview Stretch and find two words (not the vocabulary words) that have good context clues. Have students circle the word and underline the context clues they find.

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club-face-Kat, Tonya, Lori, Ameenah, Katie, Ashley,Matthew, Babette, 

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club-face-Kat, Tonya, Lori, Ameenah, Katie, Ashley,Matthew, Babette, 

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Heather

1. Using the vocabulary in the stretch, have students get into groups in order to revise or peer-edit the thought question utilizing at least 3-5 vocabulary words and peer checking if the vocab word is used correctly

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With vocabulary we want to look at multiple meaning words and how that increases understanding of the student's Thought Question response.

Use the rubric and the focus of the written prompt to highlight key ways to improve the writing response.

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Heart Face Cards--Adding Additional Evidence

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Heart Face Cards--Adding Additional Evidence

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Idea 1: Have students read an article and complete a graphic organizer before trainer arrives.

Trainer has students add additional evidence to their graphic

Idea 2: Use a shared writing activity to model for students how to use Stretch article to add revise TQ.

Idea 3: Use one area of rubric to model.  Focus on this one area and use the expectations to guide what students will add to their original TQ.

Idea 4: Use text dependent question(s). Students read Stretch with purpose of finding evidence to answer the TDQ (orally and written).

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Adding Additional Evidence
--Using the Stretch Teachers can have the students highlight more evidence as they read the stretch either as a paired reading or as a whole group

-- Using the Peer Review Strategy; Teachers can have the students work together to revise their TQ using the new evidence that they have found

Increasing Vocabulary:
-- Teachers can encourage students to use an online Dictionary/Thesaurus to revise some of the key words that exist in their first draft of the TQ

--  Teachers can choose several of the existing vocabulary words and teach ant/syn words and guide discussion on how that can fit into their written response to increase the level of vocabulary that they used.