Hello. On behalf of the American Federation of Teachers, I'd like to welcome everyone to today's weather, not on literacy in the content areas. This session is also part of a webinar series for the Afts. Reading opens the World Literacy initiative. There is a link to register for upcoming sessions in your resource list, and I've also added it to the bottom in your attendee chat so you can copy and paste. My name is Susan Ward. I'm an associate senior associate with the American Federation of Teachers and I will be your moderator for this session. Before we begin, I'd like to thank today's virtual conference sponsor, Carnegie Museum of Natural History, Carnegie Museum of Natural History offers educational support through resource materials, virtual and in person programs, and teacher loyalty passes. You can learn more about Carnegie Museum of Natural History. By clicking on their logo on the side, the right side of your screen, we truly appreciate your support. Now let's watch a short video on how our webinars work. Hello everyone, welcome to our 2022 share my lesson virtual conference. My name is Kelly Booze, director of the American Federation of Teachers. Share my lesson before we begin. We'll go over a few housekeeping items. For those of you who have joined us many times before, you know that we make our webinars as engaging as we possibly can. So to get us started, please open up that group chat box and tell us where you are from and why you are joining us. Today and what interests you about this particular topic? In addition to the group chat, if you're joining us live, you will be able to provide some different reactions throughout the webinar today, so let us know what you're thinking and throughout the webinar, whatever reaction you want to give, share it with us and share it with your fellow participants. At the end of this webinar, we will be facilitating a question and answer session. Use that Q&A widget to submit any questions that you want us to ask the presenter. If you have any technical issues, please also use a Q&A widget and one of our share. My lesson team members is there and ready to respond to you. If you would like a copy of the slide deck or any of the related materials, you can find those in the resource widget. For those of you who want professional development credit, you will be able to download a PDF certificate at the conclusion of this webinar verifying your participation today, you do need to answer the poll questions that you will see throughout the webinar. To access that certificate now, let's turn it back over to your moderator who will put up a sample poll question for you to try. The poll question is located directly in the slides. You can answer your question. And then hit submit. From all of us at share my lesson. Thank you for joining us today. Enjoy your webinar. And here are the sample poll question. What type of pet do you have? If you have more than one pick the one you have had the longest. Please go ahead and submit your answers. OK, let's see what we have here. All the dogs have one out. Oh, they're almost neck and neck with. I don't have any. Well that is great. All right now it is my pleasure to introduce our presenters Kimberly Bigelow and Gene Rybar who are both AF T Professional development trainers. You can read their BIOS on the right side of your screen. Kimberly and Jean welcome. Thank you for joining us today. Thank you, thank you. Hi everyone, and welcome to literacy in the content areas. Gene and I are happy to be here as your presenters this evening and you hope that you walk away with great strategies in which you can integrate literacy into your content area teaching. We always start by having you read the FT mission. And of course, this offering, as well as the other PD offerings by the FT are part of that mission as. Hi my name is Kimberly Bigelow. I've been an educator for this is my 16th year as an educator. I work in DC public schools and I'm also on a FT national trainer for the reading comprehension course. The beginning reading instruction course, the meeting, writing expectations as well as culturally responsive pedagogy and student strategies for student success, differentiation and I'm happy to be here and I'll let Gene introduce herself. Hey everyone, thanks for joining us. My name is Jean Rebar. I am an instructional coach in the Berea City School District which is in northeast Ohio. This is year 32 in education. I've run the gamut from special Ed to elementary to middle school ELA, and I'm a national trader right along with Kim. She's my my partner in crime doing all of these piddies and I'm happy to be here tonight. So let's get started with our PD objectives here. We're hoping today by the end of the hour that you will be able to explore some research recommendations that will improve reading comprehension in the content. Areas, as you may know, all of Afts professional development is research based, so we do always rely on the research and we hope you acquire some resources that you can improve. That delivery of literacy in your content area classroom. Right, thank you. So yes, I'm there. Alright, so let's talk about the research that supports this work. For those of you just so you know, we're going to the standards that we'll be talking about today are the Common Core state standards. I recognize that from wherever you are, you may have different standards, so just have those standards in mind as well. Chances are there's quite a bit of overlap, OK, but the major instructional shifts of the ELA standards again, talking about Common Core specifically. Is that it builds on the knowledge through content rich, nonfiction, and informational text, and so using an indicator 5 this calls for about a 5050 balance between informational and literary reading by Grade 6 through 8 there's a suggested 5545 split, with the 55 be more focused on informational text and then by the time you get to grades nine through 12, the emphasis is on informational text. At a 7030 split this is possible because in the entire scope of high school courses, the majority of texts use is going to be information. Another major shift. Places a premium on students writing to sources, so tech like the text they are reading. So reading and writing grounded in evidence from the text. So it's not about, oh. I like this or I think that it's what does the text actually stay. So being able to to support their ideas from the text rather than the text. And then another major shift is the regular practice with complex text and its academic vocabulary. So the standards require that we use complex text with students. So that they will be college and career ready. Research has actually uncovered a four year gap in text complexity between what high school students read. And what is required of college freshmen? So just think about that shift from 12th grade just to be in a freshman. Within that there's a four year gap. Standards also require a focus on the sophisticated vocabulary that are contained that you will find in more complex text as well. Those are the three major instructional ships of the license. So let's talk about the importance of addressing content area subjects through literacy standards. So literacy standards are meant to complement rather than replace content standards. So literacy standards focused on students acquiring the skills to read and learn from content, area, text and other materials, and to write about what they've read. Literacy Standards award responsibility for content area teachers to make connections to their subjects. So the literacy standards don't call on content area teachers to be reading teachers, but instead to teach students how to use reading and writing as the vehicles through which to access, access and learn from content area test. The literacy standards include 21st century skills involving integration of media and technology, the writing standards and literacy. Focus on. Argument evidence in the skillful use of discipline. Specific vocabulary. In the back. Sorry about that and then the areas of focus of these standards are all students acquisition of domain specific vocabulary, ability to effectively and appropriately use different types of sources, and the ability to synthesize information from different formats. Alright, you're up Jean with the pole. So let's look at yeah yeah, that's OK. We'll just do that. It's all good. So let's let's start by saying this is a no judgment zone. We are all in a different place, particularly as we kind of edge out of the pandemic environment. So be honest, where are you with your content literacy standards? You've got three choices here. A I address content literacy standards in my curriculum and apply strategies to improve comprehension in my content area. Are you in the B category? I'm aware of my content literary standards, but I don't have time for that. I don't have time to incorporate them into my content's curriculum. Or are you in the C category? I have literacy standards. So where do you fall within this poll? Remember, no judgment zone. This is anonymous. We have no idea who's answering what, and it's all good. Whatever your responses. We're here to learn. Give me another couple seconds here to answer that poll. You're using your literacy standards. They're in your content area. You're just aware of them, but who's got time for that? Were literacy standards? What might those be? Alright, let's. Take a look at our results. Ah boy, is that wonderful. Look at that, almost 72% are already applying strategies to improve comprehension. That's awesome if if you were in the A category, that's great to see. We do hope that this hour serves to reinforce what you're already doing in your classroom, and maybe walk away with the new little nugget you can use if you're in the B category. I hope we're able to give you some tools and some insight in how you can combine those literacy standards with your content areas. Standards and if you are in category C, good for you for being honest and for taking that on, and we are particularly happy that you have joined us this evening and we hope you leave with your head wrapped around the what and the why of content literacy. Kim. Alright, OK so let's talk about that importance of addressing content area subjects through literacy standards. So the literacy and again Common Core, the literacy in history, social studies, science and technical subjects, standards beginning Grade 6 and go up through grade 12. It is important to note that even though the focus is more on informational text in those great bands then narrative skills still are still expected to continue to grow. The standards require that students be able to incorporate narrative. Elements effectively into arguments and informative and explanatory texts. So for example, in history and social studies, students must be able to incorporate narrative accounts into their analysis of individuals or events of historical importance in science and technical subjects. Students must be able to write precise enough descriptions of the step by step procedures they use in their investigations or technical work that others can replicate and hopefully reach the same results. Right? Let's go ahead and look at some of the literacy standards for the content areas. So this is the what you're looking at now is the history and social studies standards, specifically with the domain of key ideas and details. So this is the six to eight grade band. Here I'll give you a moment to read over those standards. Standard one and standard 2. So as you're looking at them, what you can see is that citing specific textual evidence. As well as summarizing the text as a major component in the six to 8 Ray ban, citing specific textual evidence to support analysis of primary and secondary sources. As well as determine the central ideas or information of a primary or secondary source, providing an accurate summary of the source, distinct from prior knowledge or opinion. Let's take a look at another set of stand. So here we have the science and technical subject standards with this specific domain of integration of knowledge and ideas, and this is with the grade band of nine through 10. Standards 8 and 9. So in the science and technical subjects you again see the importance of textual evidence along with comparing and contrasting which is so integral in evaluating hypothesis and writing lab reports. And then here we'll look at a couple of standards from 11th and 12th grade and this is around standard one standard 1A standard one be. So writing arguments focus on discipline specific content, so literacy standards in history focus on writing arguments within the discipline. Excuse me, this involves making claims and counterclaims and supporting them with evidence and. Reggie alrighty, another quick poll here. What do you see is the greatest challenge when it comes to addressing literacy standards? It's not easy right to to integrate and and piece everything together and embed that into your curriculum. So what do you see as the greatest challenge when it comes to addressing those standards? Is it finding strategies to use? Is it teaching the new vocabulary? Or is it a lack of students background knowledge? Or is it all of those? Do you have one specific thing that maybe you struggle a little bit with that you could use some some extra strategies for that you need to delve into a little more to support students. Or is it everything? Give me everything? ABC or D? You mean other couple seconds? And. Let's see. What our results are give you 3 two. 1. And. Ah, all of these. I would agree with that. It's all hard to do every, every last bit of it. So we're gonna take a look at all three of those areas and and delve into them a little bit more. So as we're talking about this challenge, you're a content area teacher. You're not a reading teacher, right? So, as we alluded to in the poll, having literacy standards in the content areas brings with it those certain challenges, right? So each content area, science, social studies, math, you all have specialized vocabulary that is particular to your subject area and gaps in vocabulary knowledge. Those are going to lead to gaps in content comprehension. All of our students come to us with a wide range of background knowledge and at that's difficult to have that even playing field among your students. Background knowledge comes from experiences comes from home experiences and school and videos and just socialization and conversation. And no two students bring the same background knowledge to the table. So how do we provide strategies to our students for reading the expository text, right? Teaching them the strategies? Modeling the strategies? And teachers and content areas. You also have to navigate the diverse levels of student ability as well as the diverse levels of the readability of the text themselves, and that just compounds those issues with comprehension. And then finally content area teachers are juggling multiple concepts. Each of those which includes everything we just mentioned above. So what does support look like? Basically, it's kind of a 3 pronged attack if you will first of all, accessing and building content knowledge are all students able to access the content? And how are we helping them own the content? Supporting and monitoring comprehension as students are reading the materials, how do we know they're actually getting it and understanding the information in it and evaluating, extending and transferring content knowledge so that? Students aren't just learning it for the class period or for the day, or just for the test. So let's take a look at each of those. Students who already know something about a topic, maybe from home or other school experiences. They often find it easier to understand material that's related and to gain new information they can kind of anticipate what they're going to encounter in their reading and relate those new ideas to what they already know. If you happen to catch our last webinar, we talked about the simple view of reading and we talked about schemata, and that's that file cabinet in your brain. That gives us a place to make connections with things that we already know. So to help students activate background knowledge or build up their knowledge, teachers can do a few things. First, you can begin with explaining clear learning targets to set expectations your students need to know what it is they need to know. So right at right on the onset, those learning targets should be very explicit. Secondly, review your prior material and provide an overview of the new material. Preferably, if you're able to use visuals or organizers, this is important so students can make connections to prior and to future learning. We can't just hand them information, they need something to hang it on. That's that's commata. Those filing cabinets accessing those file folders. Previewing the new material using text structures. If if students have the ability to highlight and annotate whether it's paper, pencil, or whether it's digitally pointing out things like bolded words and headings and subheadings and italics and captions, all of that helps build content knowledge. And then it's important to engage students in discussions to integrate information. We've included a couple of strategies in our resources to promote student discussion of content that we'll be looking at a little bit later. Supporting and monitoring comprehension. This is kind of our second prong of attacking content literacy to support and monitor comprehension. Most successful student readers. They intuitively monitor their comprehension and they know when they run into something that makes sense or run into something that doesn't make sense, and they know what to do when that happens. But someone who's struggling with reading either might not recognize the breakdown in their comprehension, or they might recognize it but not know how to fix it when it does occur. And it's not really effective to just tell students, hey, monitor your reading comprehension, but we need to teach our students how to monitor their comprehension, so it's kind of easy as 123. First they need to stop stop at the end of the paragraph or this section or the the page that they're reading. Stop at that end at the end of that chunk and then second. Think about whether the information that's been presented to them has been understood, and that's by generating a main idea. So I've just read that paragraph or that section. Or that page. Can I tell what the main idea is? From what I've just read? And then third. If I don't understand what do I do about it? What tools do I have so that's using those fixup strategies? If that's necessary and fix up strategies include things like rereading the section or the paragraph, either silently, or reading it out loud with a partner looking up unfamiliar terms instead of just blazing over them, referring to charts and pictures that are in the text that will help them understand what's being read there. Creating maps or graphic organizers for the information. And although modeling all of this takes time in the beginning, when you work with your students on this, the payoff is that it it becomes second nature for them. It becomes natural for them to do it. The more you model it they pick up on that, and then they're able to use those fixed up strategies themselves. So content teachers need to set and maintain high standards not only for the text itself but also for discussions and conversations and questions and vocabulary. So the first part of that is discussion, and it's really important to increase open discussions and sustain discussions of reading content, and this can be done through a number of activities. First, you'll see on their brainstorming such as list, Group label. That's just a real simple activity where students list all the terms that they can think of with the content that you're working with. And then they take those terms and they group them. And it's it's building their own connections with how they see those terms grouped together and then forming labels for them labels for each of those groups. And this helps students synthesize ideas. It helps them create semantic maps. It helps them organize that information within their own schemata. Save the last word for me, that's a discussion strategy that uses small groups as a way to clarify and deepen meaning about the content. Jigsaw four corners and pinwheel discussions. All of those allow for students to become experts on their own content. And then students not only need to be given opportunities to answer questions about the text, but they also need to generate their own questions. And this can be done by providing question stems as starters for students. These prompt students to explain concepts in their own words. Sentence frames help them organize their thoughts and supply information that might be missing. And of course, the biggest vocabulary vocabulary is difficult because it's so specific to your content area. So it's important that students have multiple exposures of vocabulary. Offer them many different opportunities to revisit words and information, and to relate those words and ideas to one another. The Frayer model is a big one. Many of you might be familiar with that already. That helps students to learn more than just a definition of content vocabulary. It helps students to make connections to other content less them. Dive a little bit deeper into the meanings of words and how they're related to the content and then word walls. Those aren't just for sight words with the Littles. There are a number of vocabulary activities you can do with intermediate and secondary students to kind of solidify that understanding of those Tier 3 words that content specific vocabulary as noted on the slide. Anything on here with an asterisk we do have in your resources a sample or directions linked for that particular activity in the PDF of the slides. So you will have access to all of that stuff later. Alrighty, we all know that textbooks and articles and primary sources, all of those things that students have to read aren't necessarily the most exciting reading material. So part of that challenge of increasing literacy in the content areas is motivating students to engage with text that can often be dry, and quite frankly, somewhat boring. So there are a number of ways teachers can build motivation into content literacy. The first of which is technology when it's available available fully realizing that many places aren't one to one or don't have, you know, secure Internet connections. Things like that, but technology sure runs the gamut from using text to speech options to digital graphic organizers. Vocabulary review with, you know games and apps, kahoot quizzes, things like that. The second one of choice giving students choice as to how they access the content can be very motivating. Just because we have a text with print doesn't mean that's the only way to access the information. We might try audio or even video. Anytime you can allow students to have social interaction when they're delving into a text, students are bound to be more engaged. All of the discussion activities obviously have social interaction piece that promotes engagement while the students are digesting that content. Debates debates are a great way to get students fired up about your content. Four Corners is a great way to get discussions going. It's a Safeway where students aren't singled out yet, they're all participating. And discussion boards discussion boards can be teacher monitored. They can be anonymous, which makes them very risk free and that way all students can participate and you also have the ability to set those parameters for discussion boards with required responses. Colored coded conversations is one of those where each student would be required to give a response to whatever prompt or content that you're studying and then be required to respond to two other individuals. And then go back and respond to the individuals that shared information with that person, so you can keep that discussion going with those. And again, color coded conversations the directions for that are also linked in your resources page. Alright, time for a quick poll. True or false? Content literacy standards are a separate set of standards that you need to teach along with your specific content. Content literacy standards are a separate set of standards you need to teach along with your specific content. True or false? Might be a little tricky. Content area teachers have literacy standards. Are they a separate set? That you teach, and then you teach your content standards too. Is there a better way? Give me another minute. Couple more seconds. True false, true or false? Alrighty, let's check out our responses and see what we came up with. We've got 35 to 65. It is. It is false. They are not a separate set of standards that we teach in isolation, but we embed them into our specific content. The more we can embed those literacy standards within the content standards, the better off our students are for digging a little deeper into the content, which helps you in your subject area and as well as giving the students more confidence. And what they're learning? Way to throw in that trick question Jean. I try keep people on their toes. It was a good one, alright, so let's talk about how we put this all together. So whether you are already addressing your content literacy standards or looking for ways to do so, keep these points in mind. Your standards and your curriculum get to know your standards and your curriculum. Well, what are the expectations related to literacy? As in reading, writing, speaking, and listening? What are the opportunities for improving litter? So think about that as well. You know what you may already have, what types of reading and writing are explicitly or implicitly present in your content area, such as evaluating primary sources or writing lab reports? Engage and interact. Find engaging ways to introduce and have students interact with the content. You don't have to be bored. And then embed that social element. Provide opportunities for students to collaborate and share the learning with their peers. And incorporate literacy instructional strategies that lead to a greater understanding of the content. For example, identifying the main idea, evaluating an office perspective, comparing and contrasting use, text structure, text structures, looking at text structures, and great way to have students identify key points in the text. Alright. Gina, do you want to talk about the resources? I do want to talk about the resources. Thank you. I am going to share my screen now so that we can talk about a couple of them. One that will do a vocabulary, one. We're going to talk about a discussion one and then also a reading comprehension one. So we're all gonna cross fingers, take a deep breath and hope that I. Do this well. Let's try this. And let me share. And I appreciate all your patience. We'll click that again. And. I don't think I'm sharing yet, so I'm going to try it one more time. We're definitely still seeing the resources page. Any sign OK? Why you're doing that, Jean, would you be OK with me talking from some of the things that I see in the chat? I hope you guys are keeping up with that app. While we've we've talked about some really good resources here and hopefully you'll be able to share, I see some other suggestions as well. For example from hope I'm saying your name right, Felicia or Felicia Iris is a great site. Is a great site I'm not familiar with it, but I did write it down so I can check it out. I believe you also mentioned earlier we talked about different strategies like the Frayer model. You also mentioned links, strategy, Lincs. Another one I'm going to check out as well. So thank you for making that suggestion and also stopping and jotting great strategy. I love it as a literacy teacher but yes that could absolutely be. Very helpful in either in any content area stopping job. Your reaction to the story or text stop and drop your thinking in that moment and then share outright. Let's see if there's some other thing. Oh, some people know about the pinwheel like Joanna. Thank you Joanna. So yes. I just happened to see that it was Joanna, but yes, yes, so very interesting and hopefully Gene will be able to share her screen and share some of those things. I do believe I have up four corners. So I think I'm good to go. I'm I'm gonna go ahead over here. So four corners, you're hot. Be good. I think so. Yes. OK alright, so four corners is a great discussion strategy. Basically, you're having choosing a a statement about your content and it doesn't have to be incredibly. Controversial, it could just be a statement, and once you create that statement you are going to create four different opinions about the topic and it's really easy to use a strongly agree, agree, disagree, strongly disagree, and then you're going to post those four categories around the room. So once you have those posted around the room, you read your statement to your class without giving them. The choice is give them a minute to digest. The content think about an answer. They can be. They can write down their answer if they don't want to forget it, then you provide those strongly agree, agree disagree, strongly disagree and you have the students get up and walk to whichever corner of the room that. Agrees with them as the students. I think this is a fair model out. Uhm? I do. Because apparently I'm clicking on the wrong, yeah? Hey, we'll talk about Frayer model and then we'll get back to the rest of four corners, OK? They're Frayer model if you are not familiar with the vocabulary. Activity for the Frayer model. Basically, you're giving students four sections on a sheet of paper with a section in the middle, and you can do this either digitally with Google Slides. You can use paper copies of the graphic organizer. And you explain each of the four sections to the students. The four components can be a definition. You can have them draw a. A symbol and icon. They can copy paste something of that represents whatever the vocabulary word is that's written in the middle. You can have them do examples of it, and you can have them do non examples of it. And the thing about a Frayer model is you can adjust those four categories in your model to fit your content. Where to fit a certain aspect of whatever your content is. So I'm gonna stop sharing that Frayer model and go back to four corners. So I can talk about that and and. Thank you for correcting me on that Frayer model. So let's see if I can get this going again correctly Chrome tab. And we're going to four corners. And I'm clicking share and thank you everybody for being patient. So I think where I left off and I'm sorry for the confusion. I think where I left off at the four Corners students would make their choice between whether they strongly agree, agree, disagree, or strongly disagree with whatever your statement was, and then in their groups they're going to have a discussion. And they can talk about why they chose that one. If they strongly agree with the statement you made, why did they strongly agree? So? It's providing evidence, and as the facilitator teacher, you can have them cite evidence from the text which pulls in one of those literacy standards. You can have them write paragraphs of why they strongly agree or disagree, so you have some writing standards so their discussions can eventually turn into a little bit of note taking, and it can also turn into paragraph writing so you can hit a lot of content standards with. Four corners activity. Kim, anything you want to add there. No, I think you handled. I mean, there were some inquiries around the pinwheel discussion. I'm not going to show share my screen, but I will touch on that a little bit. Is that OK? Yeah, you go right ahead, I'll pull it up while you start talking. How about that? Awesome, let me know when you have it. 'cause I won't be able to see it, but OK. So you you go right ahead, I'm almost there. OK alright so the pinwheel discussion and it is really fun and the benefits of it are maximizing student participation. It provides freedom for students to state their opinions. Enhancers, higher order thinking skills and increases student engagement. It's actually almost impossible for students not to be engaged in the pinwheel discussion and it allows for both formative and summative assessments for you as the teacher as well. They several steps. I'm not going to go through them, but there are several steps to the process. But just try to picture a pinwheel and so in this type of discussion the class is divided in this. And what Gene is showing the class is divided into four groups. Gene says I can't see it. Can you tell me if they see that the graphic they sure do? OK, great, so in this particular discussion here you see four groups right? And and really, the groups could be more. That's an ideal size. It really depends on the size of your class or. The text, or you know what you're trying to get out of it. The chairs are moved until until a wheel or pinwheel at the center of the wheel. If you look quarter look at those four chairs in the center. So it's one representative of each group plus what we refer to as a provocateur. A moderator and facilitator of whose role is to keep the discussion going with provocative questions. So it it's really fun. So let's say you you're talking about a particular informational article that everybody was required to read about you. Really, it's ideal that you give them heads up to read it. Take notes, annotate, highlight whatever they need to do, but be ready for this discussion. And so essentially as you look at that graphic, you start off with those four people in the center, but even the people behind them. So if you look at like one one seat there, you see two people sitting behind that one person. That's that particular. That's the make up of that group. Those two people still have a role. Those two people back there are to ask questions, for example, that be ready to ask questions, take down notes so they have a role to listen into the conversation. So even though they're not there, they still are engaged because they have to listen to the conversation of what's happening. Conversation as that once that particular part of the conversation is exhausted. They actually move, so that's why you see within a particular group all three of those participants in that one group eventually will circle around and be in that conversation or independent discussion. So check it out again. We don't have the time here to go too far into detail in it, or obviously try it out, but it's some great. I tried it out. I was laughing at our colleague Joanna who said it's so fun because I actually put them through it as adults and they loved it. So it was actually really, really good. And yes, very good for eavesdroppers as well. In 6th grade and it was really fun and really engaging. So I suggest you try it again. We've included that resource there for you. OK, and I'm going to come. Use my stunning sharing techniques once again and we're going to look at one more activity called Jigsaw and Jigsaw. I think is a little bit of a misunderstood strategy in that jigsaw oftentimes. Teachers will take an article, a section of text and split it up between groups and have each group read it and then share out what they read. That's kind of a modified jigsaw that might be a beginning activity prior to learning the actual jigsaw. But Jigsaw actually involves having expert groups so you have a Home group and within each Home group, which is heterogeneous. So you pull in your struggling readers as well as you're more proficient. Readers, so you have a little bit of peer assistance embedded in there. The Home group has three to five students and you can label your students ABC and D. So whatever text you're reading, each of your groups gets a section of the text. Then each student becomes an expert on his or her assigned section. So within each group each group has an A student. All of the A's are an expert group. Each group has a B student. All the bees or expert groups, all of the Caesar, expert groups etc. And then the expert groups become the experts on their particular section of the text. Then the experts return to their Home group and actually teach their Home group the content, because now they're an expert on it. So the teacher is actually just a facilitator. You really aren't presenting the content. The students are diving into the content the students are discussing the content within their expert groups. They're becoming the teachers of the content and they bring it back to their Home group to teach that content to their Home group. And then you can have a share out group at the end at the bottom of all these strategies that we shared with you. We do add why it works. Jigsaw helps build comprehension. There's cooperative learning there. There are listening skills, communication skills and even problem solving skills in jigsaw. Who's going to be responsible for what? How do we communicate the content back with our peers so each of these? Touches on a lot of the literacy standards that content area teachers are expected to embed within their content. Ken I'm gonna go back here and stop sharing. And feel excuse me, one second I got the sun coming through my window here in Cleveland OH which is. Doesn't happen very often these days in the land. In the month of March. Special let me. I'm sorry I thought you were glowing, it's OK. Am I glowing? I'm going to open up color coded conversations so we can take a look at that as well. Getting good at this sharing thing. Do. Takes me a second, but I think I got it down. Alright, color coded conversations is kind of fun. This is done completely anonymous. It is originally to be done digitally. You could probably do it with post it notes as well. So let's talk about it as a digital activity. You create a shared document in Google Docs, and you're going to insert a table and your table will be however many students you have in your class. Let's say you have 25 students, and let's say you have 3 topics that you're talking about within your content at the time. So you've got 25 by three table. Each student then gets to choose a unique color or a unique font, or a combination of the two for their name. And that is the only way to distinguish that child is by their color coded. Bonds. And that will follow that child throughout the whole discussion. So each student will give their top their talking point in their own box underneath the topic. So let's say I'm student #4, and I've chosen the color blue. So in the fourth box down in blue, I will respond to each of those three topics that have been listed at the top of the chart. Then you can set ground rules and requirements and this is. Completely up to you how you want to do that and what kind of requirements you want to impose on your students. For example, each student must contribute one idea for each of your topics. You can have each student respond to at least two other ideas. And then you can have your students go back and respond to the comments that were made on their idea. So color coded conversation is a very safe discussion strategy. It's also known as the top. You'll see silent discussion strategy because it's safe for the students. There's no judgment as to who wrote what, only the student knows their comments. But you as the teacher gotta love revision history. You can go back in and see what what student. Has responded to what comments who's written, what comments? So you have some control over that as well, so that's color coded conversations. Shakes it up a little. It's a little bit motivating kids get to design their own their own font, their own colors and again it's a safe strategy because they don't have to be called out or singled out or taught necessarily talk in front of groups. Alright. Is there anything else you want? Anything else you want to touch on here? I think we did pretty well. No, I think this is great. I hope again, going back to our objectives that you everyone feels like they are walking away with resources and different strategies to help you integrate literacy into your content area. That was our goal and hopefully you feel that we achieved that. I will add that the iris center, which is linked there, has a wealth of information on reading comprehension as well as the word walls and secondary classrooms. That is a website link, and there's some great ideas for using word walls for the older kids. They're not just for the Littles. So that we we hope you enjoyed everything this evening and that you walk away with something you can use. Thank you so much ladies, that was a fabulous presentation. Now we have a bit of time for the Q&A's so audience if you have any questions for our presenters please submit them through the Q&A widget. Here is our first question. Kimball would like to know what about kids that are talkative and know lots of words but struggled with basic reading. Tina, do you wanna touch on that? I'm sorry, we repeat that repeat the question, please. Sure what about kids that are talkative and know lots of words but struggle with basic reading? Students that are talkative. I find if you make them the leaders. Then they have a focus of what to talk for with the. With younger students you can use talking sticks so that they only are able to talk in their group when they have the talking stick. If they are struggling with the comprehension, oftentimes it's good to use a graphic organizers with them. Perhaps some guidance guiding, I'm sorry, guided notes might help, such as filling in the blanks with the content with specific vocabulary words. Come. Graphic organizers help a lot. I think I just mentioned that if you can have them use more than one means for accessing content, perhaps a video or earbuds if they're struggling with the content, we can put them on a video with the earbuds and they can access the content in a different way, but the talkative ones. I do think that when you put them in a leadership position where it's their responsibility to lead the group and give them very explicit instructions with what to do with the group. It helps with that shabbiness the chatterboxes. Thank you. The next question comes from I was going to say to add onto that I think, also again leveraging the peer element and using the peer relationships in in opportunities for peers to collaborate is also another way to help students who may struggle with the reading. Thank you Kimberly. The next question comes from Deborah reads. How do you support learners that are reluctant writers on color coded discussions? One of the one of the pluses with color coded is that it is anonymous so that students don't need to feel that pressure of having to having their writing exposed. If you will, you could also do it. You could also pair them up so if you have somebody that appear buddy that they could work with, so perhaps they dictate if you're able to have them off to the side to dictate to you. You can do it that way, or maybe they are front loaded with that particular content and so that they have three statements that they've written ahead of time where you frontloaded what the topics are going to be. They have their statements prepared already so that they can go ahead and add to the chart and then the responses could be done at a later time, perhaps not when the entire group is working on them, but when they can put a little bit more time into crafting their response on a piece of paper that could be copied into one of those. So I think front loading and finding an alternate time for them might or a couple of ideas that might help out. Kim. Say that again. Would you like to respond or should I go on? Well, no, the color coded conversations is genes expertise, so I was letting her respond to that. I like you. Alright, I think that this will be our last question again for the color coded conversation. This comes from Felicia. Is there a place to get more information on this? I think I sort of have it, but I'm not 100% confident. Kim, you had mentioned this was similar to another strategy during do you remember that? Do you wanna remind me which strategy we're talking about, right? Yeah, I'm not sure. Yeah you had mentioned this was similar to something else, so I was thinking that might be in a place to go for other information. I do remember that I'm doing a blank so sorry, yeah it is. It is similar to a discussion board. If you've ever done anything like a discussion board where you post a question and then students respond, pretty much the only difference with the color coded is that. Students have their their color coded font so that it remains kind of anonymous. I think there's a website. That's. Not coming to me right right now. Reading, reading and writing something. Reading and writing haven. That might have some more information on color coded conversations and some other discussion strategies, so that's an option. OK, Google it as well or look at, you know, even Pinterest probably has something on there about color coded conversations with. Yeah it's. It's just a it's a modified discussion board. Essentially that you can use with younger students. Excellent, OK ladies, this is it for us. This is all the time we have. I would like to thank our presenters and also want to thank the audience for joining us. Now we have one more short reminder video before we close out. Be sure to download your certificates and enjoy the rest of your evening. Hi everyone, Kelly booze rejoining you again. I hope you enjoyed today's webinar as much as I did. I want to go over a couple reminders and I have one big favor to ask of you. First, you should now be able to download that PDF certificate for your participation. 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