https://padlet.com/hend0816/ejho4t7inh6ax5mj claire hendrickson, ci 5451 en-us 2022-09-14 16:27:09 UTC 2025-06-04 04:01:21 UTC hello@padlet.com https://padlet.net/icons/png/1f4d9.png hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2337114222 Provide a short summary of what each strategy is and where you learned about it-- in class, in your field experience, from other class members, from other resources. When possible, cite a published support.]]> 2022-10-12 14:20:39 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2337114222 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2372110198 Offer a rationale for why you included each strategy, based on your understanding of and reflection on how they support literacy practices beneficial to students]]> 2022-11-07 00:11:41 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2372110198 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2372110423 Offer suggestions or recommendations to class members (and to your future self) on how the scaffold can be used in the classroom.]]> 2022-11-07 00:12:02 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2372110423 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2372316533 2022-11-07 03:10:36 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2372316533 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2372317250 https://www.adlit.org/in-the-classroom/strategies/double-entry-journals]]> 2022-11-07 03:11:13 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2372317250 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2372318868 2022-11-07 03:12:29 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2372318868 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2372319367 https://www.adlit.org/in-the-classroom/strategies/first-lines]]> 2022-11-07 03:12:56 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2372319367 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2410066910 Although adlit has a pdf template, I would maybe set up DEJ's to be a strategy that students set up in their own notebooks/google docs however makes sense to them. During our microteach, it seemed that many of our "students" were taking notes in alternate ways, so I would appreciate having some form of student agency in this. For example, after presenting DEJ's and modeling, eventually, the hope would be "okay! we are reading something new today, let's spend 10 minutes doing a DEJ" and have students take charge from there. ]]> 2022-12-06 03:04:29 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2410066910 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2410067313 double entry journals was one of my microteaching strategies found from Adlit. The format of the "double" has students not only write down what they notice in the text: vocabulary, meaningful phrases, questions, as well as include their thoughts or reaction side by side on the paper. This supports an active reading approach.]]> 2022-12-06 03:04:52 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2410067313 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2410067501 DEJ's allow for interactive reading with the text. Rather than have students only read at surface level, they take time to comprehend why a phrase or word stuck out to them and their honest reaction to it. From Adlit: "students are able to reply to the author as they write their responses."]]> 2022-12-06 03:05:04 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2410067501 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2410068046 first lines are all about prediction (pre-reading technique). Essentially, you have students read the first line of a text (whether that be a poem, choice book, or a book for a unit) and have students write down their predictions for the book (based on support from the info in the text). The goal would be to return to these predictions as we read/after we read and have students update their predictions. I saw this strategy presented in class, but also found more information on adlit!]]> 2022-12-06 03:05:32 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2410068046 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2410068163 from adlit, it seems like first lines are a way to build predictions as a class (emphasis on group share out and helping each other with their predictions by pulling out ideas from the text). Plus, I really like how FL allows students to enter the water slowly, so to speak, on a text rather than giving them a new text and expecting them to understand it immediately. It helps slow down the process and reminds students that as readers we should be looking for clues in the text.]]> 2022-12-06 03:05:38 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2410068163 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2410068261 I very much like the idea of returning to our predictions as we read and continuing to add more predictions based on quotes/ideas from the text. I can see First Lines working best with a book being used for a unit, and FL strategy as a way to build analysis while we read. Again, not sure if I would use the Adlit pdf as its limiting in adding more to the sheet past the first prediction, but could adapt it to something students return to and reflect on. ]]> 2022-12-06 03:05:43 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2410068261 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2410068622 SQ3R was the second of my microteaches in class. We found our information from Adlit (the "it" source for instructional strategies). SQ3R is a comprehension strategy, similar to first lines, helps students slow down and analyze aspects of the text by previewing one aspect of it (such as a paragraph or chapter). Breaks down into: Survey, Question, Read, Recite and Review. ]]> 2022-12-06 03:06:03 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2410068622 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2410068782 SQ3R helps combat the feeling of when students read a chapter and have no clue what they just read. When modeling this strategy, we can explain that as readers, we are actively analyzing our texts (asking questions, pulling out important details, finding answers).]]> 2022-12-06 03:06:13 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2410068782 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2410069417 as we saw in our microteach, you can absolutely adapt SQ3R to be only SQR or any combination of the acronym. Our microteach combined with stations, had students pull out info from a paragraph (survey) then switch and based on the prior groups survey, create a question about the text, and finally after the last switch attempt to generate an answer to the previous groups question based on reading the complete section of the text. ]]> 2022-12-06 03:06:53 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2410069417 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411451515 pdf worksheet of the strategy or example of strategy]]> 2022-12-07 00:47:40 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411451515 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411451749 link to more information on the strategy when applicable]]> 2022-12-07 00:47:58 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411451749 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411457731 https://www.adlit.org/in-the-classroom/strategies/sq3r-survey-question-read-recite-review]]> 2022-12-07 00:55:10 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411457731 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411458037 https://www.adlit.org/sites/default/files/2021-07/sq3rsurvey.pdf]]> 2022-12-07 00:55:25 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411458037 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411461186 jigsaw gives an opportunity for each student to become an expert in one aspect of a topic/text. Students have a "home/base group" that all read the same text/read from the same lens and then meet with peers from different groups to present each of their respective aspects before returning to the home group and teaching each other once again. I have been apart of what feels like hundreds of jigsaws throughout my educational career, and we did multiple in CI 5451, but I also found it laid out in more detail as a strategy from readingrocket!]]> 2022-12-07 00:58:49 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411461186 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411462112 Culturally informed pedagogy has space for teachers to become students and students to become teachers, and although jigsaw is popular, there is reason for this: students get to become "experts" or act as teachers as they share their findings and present material to their peers! Builds confidence and community.]]> 2022-12-07 00:59:54 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411462112 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411463512 Jigsaw can be done during reading or after reading. Mostly a small group task, but can have groups share out to the large group with key takeaways/noticings/lingering questions after the presenting to each other is over.]]> 2022-12-07 01:01:23 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411463512 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411463694 https://www.readingrockets.org/strategies/jigsaw#:~:text=Jigsaw%20is%20a%20cooperative%20learning,studies%20predators%20of%20rainforest%20animals).]]> 2022-12-07 01:01:34 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411463694 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411467451 visual strategy, and do not fear, we are back to Adlit! I saw this presented during a microteach in CI 5451. Semantics = meaning, maps = connecting words. Like a web. Present students with a concept that is connected to the text/EU/EQ, then have students brainstorm and/or shout out words that are connected as you write them down in a web connected to the first word. ]]> 2022-12-07 01:05:40 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411467451 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411468631 Help develop students' understanding of concepts and to integrate new vocabulary. If the first concept/word is more difficult, students can begin to break it down by finding connected concepts or words. Can model, and remind students as they read they can do this with big ideas or words they are unfamiliar with to help with comprehension. ]]> 2022-12-07 01:07:01 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411468631 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411470480 Can have students journal/map individually, as a small group and then present to large group, or as a whole class. More voices may be heard in smaller groups, but for modeling would do a whole group activity first (similar to what the microteach did, they did a silly word first, "transformer" I think? and we connected it to Jacob Black from twilight. Excellent. And, a fun way to call back/remind students later on to come back to this strategy when they need help with a new concept). ]]> 2022-12-07 01:08:59 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411470480 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411470650 https://www.adlit.org/topics/vocabulary/teaching-word-meanings-concepts]]> 2022-12-07 01:09:10 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411470650 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411470867 bonus source https://vocabularyluau.com/how-to-use-semantic-maps-for-teaching-vocabulary/]]> 2022-12-07 01:09:24 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411470867 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411473416 The Frayer Model is a graphic organizer that supports student vocab learning. AMT taught us about the awesomeness that is the Frayer Model, but I'll cite "the teacher toolkit" down below as well as a pdf that has a Frayer model made already. Essentially, students have one vocab word and they generate the definition, and examples of that word as well as non-examples, and give characteristics (in words or illustrations). ]]> 2022-12-07 01:12:06 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411473416 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411474763 Students can draw on prior knowledge and/or experiences to help define the new word. A way to (hopefully) make vocabulary learning more interactive (if working with groups/partners) as well as make the definition personal to each reader rather than simply give students a one-size-fits-all definition of a word. ]]> 2022-12-07 01:13:35 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411474763 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411476929 Can be individual/in partners/small groups. Can use pdf or have students draw four squares on a piece of paper, or even fold a sheet of paper hamburger and hot dog so that they have four squares :). Would want to make clear the difference between definition and characteristics, as thats not as clear of a contrast as examples/non examples is. ]]> 2022-12-07 01:15:44 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411476929 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411477276 https://dpi.wi.gov/sites/default/files/imce/ela/bank/6-12_L.VAU_Frayer_Model.pdf]]> 2022-12-07 01:16:06 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411477276 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411477504 https://www.theteachertoolkit.com/index.php/tool/frayer-model]]> 2022-12-07 01:16:20 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411477504 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411508556 GIST is an acronym for Generating Interactions between Schemata and Texts. It is a summarization procedure that helps students to understand complex texts. May include Who What Where When Why How questions, followed by a 20 word (hard limit) summary of the text. Justin used this in CI 5441 and felt it was effective after modeling and practice that he could tell students to "write a GIST" and they could do it without much support from him. ]]> 2022-12-07 01:46:55 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411508556 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411509921 helps students find the "most important" words and/or concepts in a text in order to understand the text as a whole. A way to check for student understanding and vocabulary practice. ]]> 2022-12-07 01:48:19 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411509921 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411511285 Break down larger texts into smaller sections. Learning for justice has a section on GIST & ELLs: the strategy is "effective because it encourages the use of simple answers to craft a more detailed answer." And, "smaller chunks of information helps ELL better process the information." ]]> 2022-12-07 01:49:38 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411511285 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411511450 https://www.readwritethink.org/sites/default/files/resources/lesson_images/lesson290/Template.pdf]]> 2022-12-07 01:49:48 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411511450 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411511604 https://www.learningforjustice.org/classroom-resources/teaching-strategies/close-and-critical-reading/gist]]> 2022-12-07 01:49:57 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411511604 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411515425 One of the most iconic assignments of CI 5451. Allows students to map texts that have formed them into who they are as individuals and as readers. Students create a google slideshow presentation of 3-5 texts that have impacted them in their lives (and one leads to the other, often). Model by sharing texts that have led me to teaching, for example. Created by Dr. Alfred Tatum and research on "providing African American boys with meaningful literacy experiences" ]]> 2022-12-07 01:53:54 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411515425 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411518176 Dr. Rudine Sims Bishop: windows mirrors and sliding glass doors. Give students opportunities to reflect on their own identities as well as other stories that have diverse perspectives and characters. Opportunities for students to critically think about their own reader identity. ]]> 2022-12-07 01:56:30 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411518176 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411520187 Really enjoying thinking about doing Textual Lineages as a first day/first week community builder to learn each others names and backgrounds as readers. Allows room for students to get to know me and each other. Would opt for not just pictures of books on slides, but actual narration/text that explains why students believe this text had an impact on them and the significance of the text. Plus... I want to know what students are reading and could be a great way to build relationships. :)]]> 2022-12-07 01:58:27 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411520187 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411520621 https://www.slj.com/story/create-textual-lineages-with-students-diversity-facing-history-and-ourselves]]> 2022-12-07 01:58:57 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411520621 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411522123 my text lineage https://docs.google.com/presentation/d/1F19tJW2UJk6F61mbnvhoLlGOrOjIYMntr2rh3BtmmFI/edit#slide=id.g13d7633b67a_0_523]]> 2022-12-07 02:00:12 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411522123 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411534982 Perhaps the most famous of all of the instructional skills is annotation. Using Edutopia for my resource, but have experience with annotation from my K-12. Ask students, while reading a text, to highlight/circle/underline/label rhetorical devices, unknown words, questions they have, important elements to them, etc. "Alway have a pen in your hand as you read" is the phrase I remember from my 11th grade AP teach. ]]> 2022-12-07 02:13:22 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411534982 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411536409 Annotation is treated as almost an afterthought...or that kids should already know how to annotate. But, what if they don't? I think annotation can help students organize their thoughts on paper and be active readers (plus, with a lot of these strategies beforehand, annotating the text as you go helps pull quotes/ideas for the use in other strategies, in that way, we need to have background on how to annotate and experience annotating before asking students to go forth with other strategies). ]]> 2022-12-07 02:14:45 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411536409 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411538907 Annotation is different for everyone...ask students to find their own "style." Personally, I need a pen (not a pencil) and prefer to underline and draw lines out from the text towards the border of the paper to write long notes to myself as reminders. Wondering if annotation is different right now with use of technology/websites/apps (noteability, for one) that give students tools to annotate in their style. Edutopia: "creative annotations" illustration, collaborative annotations, all for the purpose of "personalizing the process of annotation." ]]> 2022-12-07 02:16:48 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411538907 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411539177 https://www.edutopia.org/article/more-highlighting-creative-annotations/]]> 2022-12-07 02:17:00 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411539177 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411548031 Another Acronym! First saw STEAL in a micro teach in CI 5451. The purpose of STEAL is to teach students to practice character analysis. S: what the character says/speech, T: what are the character's thoughts, E: character's effect on others, A: consider the character's actions, L: consider the character's looks. ]]> 2022-12-07 02:25:24 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411548031 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411553945 Students become detectives/researchers of the text and look for clues that create a character. I can see this especially helpful for 9/10th graders that are just starting out on their journey of figuring out what analysis is. Helpful, also, to have a worksheet that the students can fill out information as they find it (quotes/ideas)]]> 2022-12-07 02:31:51 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411553945 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411555364 I would prefer to use a STEAL chart and have students fill it out. I could see for a text like Gatsby that has a bunch of characters that are of importance, having students work in groups based on one character and creating a poster/slideshow that includes the aspects of STEAL and then presenting to the class. Helpful to remember characters, and try to figure out why the author wrote them this way! ]]> 2022-12-07 02:33:21 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411555364 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411556033 https://www.readwritethink.org/sites/default/files/resources/lesson_images/lesson800/Characterization.pdf]]> 2022-12-07 02:34:06 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411556033 hend0816 https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411556197 https://www.oercommons.org/courseware/lesson/63822/overview-old]]> 2022-12-07 02:34:14 UTC https://padlet.com/hend0816/ejho4t7inh6ax5mj/wish/2411556197