• If you were to illustrate that song, how would you do it? What would it look like?

• One person from each group will report your thoughts. 

• What is the purpose of the visual? 

• Whose viewpoint is / is not represented? 

• Do you agree with the author’s point? Why (not)? 

• How would you change the text to better illustrate your point of view? 

• who your audience would be (students’ age/grade)  

• how you would work with this material 

•what specific goals you would target (e.g. to identify the author of internet content, or its absence)

Present your work to the class and share your notes here (notes or link to your work).

• who your audience would be (students’ age/grade)  

• how you would work with this material 

• what specific goals you would target (e.g. to identify the author of internet content, or its absence)

Present your work to the class and share your notes here (notes or link to your work). 

• who your audience would be (students’ age/grade)  

• how you would work with this material 

• what specific goals you would target (e.g. to identify the author of internet content, or its absence)

Present your work to the class and share your notes here (notes or link to your work).

Then, discuss the following:

• who your audience would be (students’ age/grade)  

• how you would work with this material 

• what specific goals you would target (e.g. to identify fictional elements like talking animals)

Present your work to the class and share your notes here (notes or the link to your work).  

Using the Handbook of Literacy Strategies, select 3 strategies that would work well with it and discuss how you would use them. 

a. A pre-reading strategy

b. A while reading strategy

c. A post-reading strategy

Present your work to the class and share your notes here (notes or link to your work).

a. A pre-reading strategy

b. A while reading strategy

c. A post-reading strategy

Present your work to the class and share your notes here (notes or link to your work).

1. Were you able to understand all of it? Why (not)?

2. What prior knowledge did you call on to make sense of the text?

3. Did you use context to guess unfamiliar words or just skip them?

4. Did you maintain sufficient speed reading to overcome the limitations of visual processing and short-term memory?

Then, fill out the graphic organizer showing how these elements (terms) are connected. 

Using the Handbook of Literacy Strategies, select 3 strategies that would work well with it and discuss how you would use them. 

a. A pre-reading strategy

b. A while reading strategy

c. A post-reading strategy

Present your work to the class and share your notes here (notes or link to your work).

Discuss the questions in pairs or small groups.

  Yes, we were. The first and last letters were correct.

  We recalled high frequency words to recognize some letters.

Yes, we did. After decoding some words the reading became more fluid.

At first, before decoding some letters we felt like our reading speed was a bit slow. When we figured out some of the coded letters we changed the pace of our reading to a faster one.

1. Can you guess what is the text about? How well can you understand it? Why?

2. Do you think providing a title would have been enough to activate your background knowledge about the topic? 

3. What else might have helped to activate your knowledge more fully?

a.Concepts or facts?

b.Vocabulary?

c.Language structure?

d.Verbal reasoning?

e.Literacy knowledge?

Choose a complementary strategy to address any element that may have been left out.

Did you do activities like the first or the second one in your math class as a child/teenager? Explain.

Include the following:

a. A literal level strategy (vocabulary/concept assessment)

b. An interpretive level strategy (relational knowledge)

c. An application level strategy (extended discourse and ownership)

How do you use (not teach) writing in your classes?

How do you teach writing in your classes?

• How did you learn the content from these classes? 

• How were the texts in each subject different from one another? Were ideas presented in sentences and paragraphs, or did texts include symbols, graphs, charts, videos, and/or applications? 

• Did you use the same or different strategies to comprehend texts in different classes?

We were able to comprehend it well at first, but at the final paragraph our group could not comprehend it fully.

2. What prior knowledge did you call on to make sense of the text?
We recalled words used in fantasy stories to make up the initial vocabulary.

Yes, we did. We took into consideration high frequency vocabulary.

4. Did you maintain sufficient speed reading to overcome the limitations of visual processing and short-term memory?
Our reading was fast at first, but as the text got more mixed, our reading speed decreased. By decoding some words later on together we were able to increase our reading speed during the third, forth reading.