The Twitter Essay
When you come to class, the rules will be as followed:
1. I will post an opening question or statement for you to respond to.
2. I will always tell you what the question is here (on wikispaces),and I will give you the hashtag(s) I have used and expect you to use. Don't use the hashtags? That's how I check attendance/timeliness. The hashtags are how I find you.
3. Your essay does not need to be exactly 140 characters, but it must be exactly one tweet (no Part 1/Part 2/etc...)
4. Conduct a peer review. Identify at least two tweets from a classmate and respond to them (retweet them if you like but not required).
Make sure you the required hashtags and @ symbols are included in your reply (these will always be provided for you in the directions and could change so always double check)
This week's twitter essay question is: Why do you love difficult readings?
Answer the above question (following the four steps listed above it). Use the following hashtag: #twitteressay and any other hashtags you think are relevant. You will have 10 minutes (5:00-5:10) today to compose your tweet and conduct your peer review. Twitter Essay Follow-Up DiscussionWe will have a short discussion about what helps you become engaged with reading texts that are difficult. Post of the Week
Currently, no one is signed up for POW. You may sign up for it and lead an in class discussion if you wish, but you must do so by 12:00 pm on 11/6. You may do this even if you have already lead it once before. If no one signs up, we will not be doing this.
Explore Project Feedback (500 XP) Class Tweeter: (#exploreliteracy) Heidi Class Tweeter: (#exploreliteracy)
Each time we meet F2F, you are expected to share where you are with your Explore Project. This can be done any number of ways, and any way you want to do it is fine. Examples include:
Telling us what you have learned or are working on
Asking for specific feedback
Have us look at specific documents and give you input
This week, you will have up to five minutes of time to share/get feedback on your Explore project. You can use those five minutes however you would like. However, when time is up, time is up. No one may go over five minutes. Explore Project: Presentations On the last day of class (11/23), you will be expected to share what you have learned from your Explore Projects. We need to consider how you want to go about sharing your explore projects. We can do this however you want, and we will be making decisions today. There does not need to be a standard format. Please consider the following: (a) is it important that you hear everyone speak or would you be ok interacting with a small portion of people closely?
Example: We can do centers - 5 people at a time - for a specified amount of time. Those not presenting can move around amongst the centers OR we can do PechaKucha. There's also this. TED Talk- How PechaKucha Changed My Life
(b) do you want everyone to post something about their project that you could later reference?
(c) what is the most important thing to you as a presenter? as an observer?
Learning to Love Difficult Readings Class Tweeter: (#explorelit): Class Tweeter: (#explorelit):
We will take time to explore what it means to love difficult readings. We will consider what makes you love (or not love) a difficult text as well as your students. There is a google slide show with discussion questions on it that we will use.
To get the most out of this portion in class requires you to do some work in advance. Please sign up to indicate that you will be prepared to engage in a discussion around the topic as described below:
Quest #1: What makes your students read/not read? If a text is difficult, why would they choose to persevere or not? Rather than guess, ask! Ask one student, two students, ten students, or more. It really doesn't matter. You can have an in-depth discussion, create a short survey, or have an informal class discussion. Whatever you want. Come to class prepared to share what you learned from your students.
XP = 1000
Sign Up!
Cara
Anna
Whitney
Jenn
Anjali
Quest #2: How do you help your students navigate difficult texts? What strategies have you found to be successful? What questions do you have?
XP = 500
Name
How do you help?
What has worked?
Questions?
Cara
Model thinking aloud when reading a text
Text Mapping - color coding (text features)
1. How do you differentiate navigating skills in literature and informational texts?
2. How do you teach students to summarize main idea/ topics from a text? (to the point)
Anna
Model breaking up the word and looking at the text for context clues
"Chunking" the word
1) How do you help a student who cannot decode third grade level words?
Whitney
Teaching strategies of how to find and organize the important information
"Making tracks", marking change, main ideas, etc
1) How do I prepare students for reading difficult texts on the EOG when they are reading below grade level?
Carrie
Model sounding out difficult words, making mistakes and discussing if it makes sense
Looking at the first sound of the word and the picture
1. How to help students read new words when you have not yet taught that blend or that vowel sound (for example ou, ow, au...)
Jenn
Modeling how to look at the first letter, make its sound, make a guess that makes sense. Using pictures as clues. Following the words with mini pointers for 1:1 correspondence.
Taking a picture walk first to make predictions and plant unfamiliar vocabulary
1. How often do you correct misread/omitted words if it is not necessarily affecting the information or story?
Heidi
I use a tricky word card that has different strategies for them to use.
Picture walk, going through unfamiliar words prior to reading, chunking words
(1.) How do you help students decode words with long vowels in them when they have not learned long vowels yet?
Quest #3: Make a Linked Text Set. Create a linked text set based on the reading for this week. Your set should be diverse in terms of the types of texts it uses. You can use the text set to teach whatever concept you wish. Be prepared to share your set with us and walk us through your thinking.
XP = 2000 for a fully completed text set
XP = 1000 for a partially (in process) completed text set - let us help you!
The Twitter Essay
When you come to class, the rules will be as followed:
1. I will post an opening question or statement for you to respond to.
2. I will always tell you what the question is here (on wikispaces),and I will give you the hashtag(s) I have used and expect you to use. Don't use the hashtags? That's how I check attendance/timeliness. The hashtags are how I find you.
3. Your essay does not need to be exactly 140 characters, but it must be exactly one tweet (no Part 1/Part 2/etc...)
4. Conduct a peer review. Identify at least two tweets from a classmate and respond to them (retweet them if you like but not required).
This week's twitter essay question is:
Why do you love difficult readings?
Answer the above question (following the four steps listed above it). Use the following hashtag: #twitteressay and any other hashtags you think are relevant. You will have 10 minutes (5:00-5:10) today to compose your tweet and conduct your peer review.
Twitter Essay Follow-Up DiscussionWe will have a short discussion about what helps you become engaged with reading texts that are difficult.
Post of the Week
Currently, no one is signed up for POW. You may sign up for it and lead an in class discussion if you wish, but you must do so by 12:00 pm on 11/6. You may do this even if you have already lead it once before. If no one signs up, we will not be doing this.
Explore Project Feedback (500 XP)
Class Tweeter: (#exploreliteracy) Heidi
Class Tweeter: (#exploreliteracy)
Each time we meet F2F, you are expected to share where you are with your Explore Project. This can be done any number of ways, and any way you want to do it is fine. Examples include:
This week, you will have up to five minutes of time to share/get feedback on your Explore project. You can use those five minutes however you would like. However, when time is up, time is up. No one may go over five minutes.
Explore Project: Presentations
On the last day of class (11/23), you will be expected to share what you have learned from your Explore Projects.
We need to consider how you want to go about sharing your explore projects. We can do this however you want, and we will be making decisions today. There does not need to be a standard format. Please consider the following:
(a) is it important that you hear everyone speak or would you be ok interacting with a small portion of people closely?
Example: We can do centers - 5 people at a time - for a specified amount of time. Those not presenting can move around amongst the centers OR we can do PechaKucha. There's also this. TED Talk- How PechaKucha Changed My Life
Icarus Session
(b) do you want everyone to post something about their project that you could later reference?
(c) what is the most important thing to you as a presenter? as an observer?
Learning to Love Difficult Readings
Class Tweeter: (#explorelit):
Class Tweeter: (#explorelit):
We will take time to explore what it means to love difficult readings. We will consider what makes you love (or not love) a difficult text as well as your students. There is a google slide show with discussion questions on it that we will use.
To get the most out of this portion in class requires you to do some work in advance. Please sign up to indicate that you will be prepared to engage in a discussion around the topic as described below:
Quest #1: What makes your students read/not read? If a text is difficult, why would they choose to persevere or not? Rather than guess, ask! Ask one student, two students, ten students, or more. It really doesn't matter. You can have an in-depth discussion, create a short survey, or have an informal class discussion. Whatever you want. Come to class prepared to share what you learned from your students.
XP = 1000
Quest #2: How do you help your students navigate difficult texts? What strategies have you found to be successful? What questions do you have?
XP = 500
2. How do you teach students to summarize main idea/ topics from a text? (to the point)
Quest #3: Make a Linked Text Set. Create a linked text set based on the reading for this week. Your set should be diverse in terms of the types of texts it uses. You can use the text set to teach whatever concept you wish. Be prepared to share your set with us and walk us through your thinking.
XP = 2000 for a fully completed text set
XP = 1000 for a partially (in process) completed text set - let us help you!