https://padlet.com/dawnmitchell/4mj5b7qwqusx *In our last two modules you’ve explored multiple disciplinary literacy strategies for informational reading and writing. In considering the various instructional strategies highlighted and suggested in our course Reading and Writing Strategy Share Google Docs, consider how you would use these within your existing classroom structures. For example could you use strategies for informational reading strategies learning within a research workshop structure? Could you use strategies for STEM/STEAM challenges within a project or problem based learning structure. Please take a moment in the padlet link below to outline a strategy that was shared (not your own) and consider which new or existing classroom structures you could implement them in. en-us 2018-06-18 17:22:40 UTC 2026-03-16 01:01:37 UTC hello@padlet.com https://padlet.com/dawnmitchell/4mj5b7qwqusx/wish/268503972 One of the writing strategies Missy chose to discuss is the Bio-Poem strategy. I have used this strategy before but had forgotten about it over time. I learned about Bio-Poems in a class in college and used in my first few years teaching as part of a social studies project on explorers. I had students write their own bio-poems first so they knew what to do. Then I divided the class into groups and gave each group the name of a South Carolina explorer. They researched that explorer and wrote a bio-poem based on the information they could find about him (I let students be creative on a few lines since their research didn't mention who their family was, for instance.). Once their bio-poem was completed, they drew a portrait of that explorer based on pictures they found and then we displayed the portrait and bio-poem in the classroom after students' presented their work. I have not used bio-poems in several years but reading the writing strategies text and Missy's review of that strategy sparked my memory and reminded me that I really liked that strategy! I still think this activity is a good use of bio-poems and would like to add it back in to my lesson plans for next year. I would also like to come up with other ways to used bio-poems with social studies content (maybe with the American Revolution partisan warfare members or Civil Rights heroes).]]> 2018-06-25 19:22:36 UTC https://padlet.com/dawnmitchell/4mj5b7qwqusx/wish/268503972 https://padlet.com/dawnmitchell/4mj5b7qwqusx/wish/655597493 Amy chose Bell Ringer Question and Answer- Post a question -not a typical text one but one that builds background about content and the world. It should be a question that requires thinking, evaluating, and/or making decisions. 
I really like this strategy and am working hard to make it fit into my morning message time for my littles. Having them write (if they can or for later in the year) or illustrate the answer to a question that makes them think, evaluate, or make decisions is good way to GET TO KNOW my students early on in the year and as we progress with our learning to check on their understanding of topics we have talked about (background knowledge they will need for future learning) I can also use this strategy for MATH. Using open-ended math questions as a bell ringer will certianly stretch their thinking and problem solving skills.  It can also help me asses where studentds are at in math and decide if they are ready to move to the next topic. For example if I would pose a story problem like: Jacy went to a farm on Saturday, he saw horses, cows, and pigs. How many animals did he see? Students who are comfortable with numbers will choose higher number to add while students who are not as comfortable with addition will choose lower numbers. Bell Ringer Questions also work well for SCIENCE. We teach a lot of hygene in the begining of the year. Questions that make the students think about why it's important to wash their hands or cover their sneeze would make them think about these topics and let me know what else I need to work on with them.

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Angie chose annotate while reading as a strategy to help her students locate and jot down information that caught their attention while reading.  She suggests that students either highlight, underline, or make notes in the margin.  I would suggest using post-it notes as an option if sharing the text and not able to write on it.  This is a helpful strategy because too many students rush through reading a text, get to the end, and can't even tell you what they just read.  This strategy forces the student to take things a bit slower and to be "looking" for information that is important.  It also encourages students to rewrite the information in their own words.  As one of our reading selections mentioned, "If students are to learn, they must WRITE." ]]> 2020-07-16 05:38:23 UTC https://padlet.com/dawnmitchell/4mj5b7qwqusx/wish/655769313 diannabembenek https://padlet.com/dawnmitchell/4mj5b7qwqusx/wish/657450695 Ashley Blackwelder shared digital storytelling as a strategy to help students with writing. When using this strategy, students start with a picture to tell their stories and text can be recorded or written to complete the story. She mentioned this strategy is easy to use and can be used with any grade level or subject. Often when my students have a writing assignment they will ask if they can draw a picture. Digital storytelling fuses the best of both worlds for writing and drawing by allowing students who like to draw to use pictures as a way to tell their story. WeVideo would be a good way to use the digital storytelling strategy.

]]> 2020-07-18 15:12:46 UTC https://padlet.com/dawnmitchell/4mj5b7qwqusx/wish/657450695 https://padlet.com/dawnmitchell/4mj5b7qwqusx/wish/662067360 Lyndsey Elliott chose Student-Created Informational Books as her writing strategy share.  I like this idea for a number of reasons.  As much as I am able to, I like to plan activities for my students where they have “voice and choice”.  I think that is a great strategy that could allow “voice and choice” for students, making the learning more meaningful to them.  This strategy can be used in all content areas.  In social studies students could create informational books about a person, event, document, etc.  In science students could create books about a planet, solar system, star, animal, habitat, or scientific concept.  In math students could create books about a mathematical procedure or concept.  Student-Created Informational Books are also a great means of assessment.  They can be used as both as a form of formative and summative assessments.  

Strategy Bank Share

]]> 2020-07-24 19:32:52 UTC https://padlet.com/dawnmitchell/4mj5b7qwqusx/wish/662067360 https://padlet.com/dawnmitchell/4mj5b7qwqusx/wish/662429789 Sara Margaret West shared Inner Voice as a strategy to help students think and understand as they read. Students keep up with their thoughts, questions and connections by drawing a simple chart/table on notebook paper (or even via a Google Doc)! How many times have we asked students to read something and then asked them to share with us what they just read? Crickets. This strategy helps students to stop, think and jot what they are reading. In an essence, it holds students accountable. This strategy can also give teachers insight as to how well students are comprehending and questioning what they read. If there is next to nothing or nothing on the page that is a red flag that the texts may be too hard for the reader. I also like how this strategy incorporates writing- to the extend of composing and articulating thoughts and formulating questions to write. While students are not writing to entertain, inform, etc. with this strategy, they are transferring thoughts to paper which is a skill nonetheless. Now for the big question- how/where can I implement this in my current classroom structure? We do a lot of reading in Science but I don't think students are getting much. And the question and recall on my end isn't as effective as can be. I want to revamp the reading component of my Science instruction and I plan to utilize this strategy so that students are doing the thinking/more thinking. ]]> 2020-07-25 17:59:27 UTC https://padlet.com/dawnmitchell/4mj5b7qwqusx/wish/662429789 https://padlet.com/dawnmitchell/4mj5b7qwqusx/wish/1656833058 I would use the short takes as hooks for any discipline and Raft in science. I like the ABC book for any discipline and I would fill my classroom with high quality informational books. Now that we have really been told that writing, journaling, drawing and reflection is great for building new synapsis and helping the frontal lope do it job better writing is going to be my go to. I have always wanted to have student be keen on writing, but it is hard as nails to get them to write. I am encouraged by Lent and Serravallo to be brave and say in this class it is expected that you will write!


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