{"id":279,"date":"2016-10-10T06:59:47","date_gmt":"2016-10-10T10:59:47","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/akwfhs\/?p=279"},"modified":"2016-10-10T06:59:47","modified_gmt":"2016-10-10T10:59:47","slug":"9-instructional-moves-for-teaching-with-texts","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/akwfhs\/2016\/10\/10\/9-instructional-moves-for-teaching-with-texts\/","title":{"rendered":"9 Instructional Moves for Teaching with Texts"},"content":{"rendered":"
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Totally “borrowed” this from Gretchen Bajorek’s blog!<\/p>\n

We are awesome at over-complicating things. (Teachers, I mean.)\u00a0For example, take any lesson\u00a0in which we need our students to read something.<\/p>\n

by Dave Stuart, Jr<\/em><\/p>\n

\"Authentic<\/p>\n

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We have two<\/strong> objectives<\/strong> in any lesson where kids need to read. First, we need\u00a0our kids to understand the text. Second, we need them to do something with that understanding (analyze, argue, compare, determine, develop, integrate, interpret, summarize, etc.\u00a0I\u2019m just pulling words from Jim Burke and Barry Gilmore\u2019s\u00a0Academic Moves for College and Career Readiness<\/a><\/em> \u2014 all fifteen of those are strong foundations for\u00a0post-understanding, text-based lesson objectives). If we\u00a0teach our students to do any of those things with their reading\u00a0of\u00a0a text, we\u00a0can sleep well. We are investing in their long-term good.<\/p>\n

To achieve these objectives, there are just nine moves at which we need to become awesome.<\/p>\n

Before reading<\/strong>, we\u00a0can do some or all of the following:<\/p>\n

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  1. Hook<\/strong> them into the reading,<\/li>\n
  2. Introduce any vocabulary<\/strong>that might get in their way, 10 words or less,<\/li>\n
  3. and\/or set the purpose<\/strong> for their reading \u2014 explain how what they\u2019ll be doing\u00a0after\u00a0<\/em>they read ought to inform\u00a0how\u00a0<\/em>they\u2019ll read.<\/li>\n<\/ol>\n

    During reading<\/strong>, we can do some or all of the following:<\/p>\n

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    1. Model<\/strong> reading \u2014 e.g., demonstrating how to purposefully annotate<\/a>, or reading\/thinking aloud the first paragraph;<\/li>\n
    2. Check<\/strong> for understanding;<\/li>\n
    3. and\/or allow for independent practice<\/strong>. Our goal for this last piece is that we\u2019ve done\u00a0just enough\u00a0<\/em>with the preceding moves to enable each student to effectively grapple with the text.<\/li>\n<\/ol>\n

      After reading<\/strong>, we need\u00a0to teach\u00a0our kids how to do one or more of the following in light of the text:<\/p>\n

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      1. Discuss<\/strong> (I like using Think-Quad-Share, a variation ofThink-Pair-Share<\/a>; Jennifer Gonzalez of Cult of Pedagogy<\/a>\u00a0likes to use strategies such as\u00a0Gallery Walk and Concentric Circles);<\/li>\n
      2. Debate\u00a0<\/strong>(I obviously like Pop-Up Debate<\/a>);<\/li>\n
      3. and\/or write<\/strong> (I like Graff and Birkenstein\u2019s\u00a0They Say, I Say\u00a0templates; the two-paragraph version<\/a> is ideal for texts that make claims).<\/em><\/li>\n<\/ol>\n

        That\u2019s it.<\/strong><\/p>\n

        Those nine things,\u00a0in the simplest, most minimalist combinations possible, are the moves we ought to be practicing again and again as teachers. My students don\u2019t seem to be on the brink of revolt\u00a0when I use those same nine pieces, all year long, with dozens upon dozens of articles, documents, excerpts, chapters, poems, etc. I suspect that this is because the ideas in the texts, the challenges they present, and the work we do after reading\u00a0them have become a part of who we are as a family and a team.<\/p>\n

        LINK:<\/strong> Dave Stuart, Jr\u2019s blo<\/a>g<\/p>\n<\/div>\n

         <\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

        Totally “borrowed” this from Gretchen Bajorek’s blog! We are awesome at over-complicating things. (Teachers, I mean.)\u00a0For example, take any lesson\u00a0in which we need our students to read something. by Dave Stuart, Jr   We have two objectives in any lesson where kids need to read. First, we need\u00a0our kids to understand the text. Second, we […]<\/p>\n","protected":false},"author":923,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6,9],"tags":[],"class_list":["post-279","post","type-post","status-publish","format-standard","hentry","category-ra","category-resources"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/akwfhs\/wp-json\/wp\/v2\/posts\/279","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iblog.dearbornschools.org\/akwfhs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iblog.dearbornschools.org\/akwfhs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/akwfhs\/wp-json\/wp\/v2\/users\/923"}],"replies":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/akwfhs\/wp-json\/wp\/v2\/comments?post=279"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/akwfhs\/wp-json\/wp\/v2\/posts\/279\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/akwfhs\/wp-json\/wp\/v2\/media?parent=279"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/akwfhs\/wp-json\/wp\/v2\/categories?post=279"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/akwfhs\/wp-json\/wp\/v2\/tags?post=279"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}