Tag Archives: Priority 1

Summative Drafts Thus Far!

Hello again folks! Well, we have been back for a couple of weeks now, and hard at work bringing our students to not only depth but also breadth of content, pushed forward by a real investment and love for the Humanities.

In the background of all this, many of you have done incredible work to start thinking about the end of the year, and how you will measure your students’ progress in a capstone, celebratory, and rigorous final assessment!

As you all know, I have already written one blog post about Summatives, and connecting you with various resources! So I thought for this one, I would share how far we’ve come!

Thus far, 75% of our Humanities classrooms have at least a draft summative they are working towards!!!

This is very exciting, as it shows direct progress towards our Priority #1 this quarter:

Students are engaged in the content because it is rigorous, compelling, and focused around essential questions that bring to light social justice issues because teachers are planning units and lessons that have strong visions of mastery, and that are propelled by essential questions and meaningful texts.

As such, I thought it would be a helpful for all of us to learn a little from one another as we push towards this effort. I have thus collected all of the most complete drafts we have created thus far in one folder! This should be an opportunity for you to explore and learn from what others are doing in their classrooms, connect with each other to find out more, and save precious time and energy rather than inventing the wheel from scratch!

Thus, I present to you, the 2014-2015 Summative Drafts Folder!

Here is a list of the awesome people whose work it contains:

  • Art: Cat Johnston
  • Music: Amelia Kundel, Tina Goodwillie, James Mitaritonna, Alice Hasen, Gabriella Sharpe, Heather Todd
  • Social Studies: Connor Bergen, Ali Hager, Chelsea Lewis, Stephen Fritz, Patrick Newton

World Languages – you guys have it easy! Just make sure you send me the date you plan on administering the 2009 Regents, and I will make sure to send it your way!

Keep up the awesome work guys! Let’s strive for 100% complete drafts by the end of the quarter!

Supporting Your Students in Reading

Hey all!

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An example of effective chunking of a text in Nels Akerson’s Spanish class!

Welcome to the first of many (hopefully weekly!) blog posts on the Humanities website! My hope is that these will be a venue for us to share some initial resources and ideas, and get a conversation going around some of the key topics with which we are concerned as a Humanities Team. Feel free to comment below, and add to the discussion!

Today, I wanted to bring to light some resources on a recurring concern that will be addressed, in part, during our “Analyzing Artifacts, Texts, and Images” session, but which you may miss if you aren’t signed up for it yet.

This post contains:

  • Staying Committed to Students Who Struggle
  • Guidelines to Supporting Reading
  • Resources and Strategies for Supporting Reading

So, to the point – the first of our three priorities this quarter is:

PRIORITY 1:

Students are engaged in the content because it is rigorous, compelling, and focused around essential questions that bring to light social justice issues, because Teachers are planning units and lessons that have strong visions of mastery, and that are propelled by essential questions and meaningful texts. 

As we have been engaging in PD thus far, however, a recurring question has come up: “even if I DO get those planning pieces in place, and start to bring EQs and meaningful texts into the classroom, what do I do to support my students who just can’t read at that level?”

Since this question is CRITICAL to all our classrooms – which Humanities classroom is NOT concerned with literacy? – and also to the transition to Common Core, I thought it would make for a significant first post.

Staying Committed

First of all, I want to commend you for thinking of those students. In moments like these, I am reminded of one of my favorite studies by Jeff Duncan-Andrade (check it out here), in which he finds the following:

The first question I usually ask teachers that I am working with is: ‘Why do you teach?’ Most teachers respond in one of two ways: (1) I teach because I love kids, or (2) I teach because I want to be part of the solution, not part of the problem. In separate interviews, these four teachers all responded to this question differently than most teachers, yet their answers were remarkably similar to each other. They said that they teach because they believe their students, specifically low-income children of color, are the group most likely to change the world. They explained this belief by saying that the children most disenfranchised from society are the ones with the least to lose, and thus are the most likely to be willing to take the risks necessary to change a society. This belief that they are teaching young people destined to change the world is vital to the level of seriousness with which they approach their jobs.

I hope that this thinking sticks with you as you act with resourcefulness and tireless energy to catch your students up to the reading and critical thinking levels at which they should be!

Some Guidelines To Keep In Mind
  • Support in any way you can: what we care more about are that students become INVESTED in reading, and that they can do the critical THINKING that comes with it, rather than insisting that they read it ALL and they do it TODAY. If we can get students confident and hooked on reading, the rest of the skills will come. The critical piece is motivation.
    1. Pair low reading level students up with a confident reader, and have them be in charge of collecting evidence from the text.
    2. Always provide guiding questions to focus student reading on the aspect(s) of the text that matters most.
    3. “Chunk” the text (see more below)
    4. Provide a glossary of terms attached to the text so that definitions can be found on-hand.
    5. Create reading routines in which students learn to “code” the text in different ways – questions they have, unknown words, etc.
    6. Remember, support and help practice! This won’t happen overnight!
  • Allow students to “read” different media: in the same spirit as the point above, allow your students to become invested in the kind of critical thinking that reading requires, and show them that they CAN do that, even if reading is a struggle. Images are awesome for this, but graphs, music, and more are great ways to help students observe, analyze, and draw conclusions.
    1. Pair partners up and ask them to “read” to different texts, an image and a reading, both accompanied by the same guiding questions.
    2. Provide supporting structures for analysis (see some of the resources below)
  • Build confidence with your questioning: make sure your questions aren’t just comprehension questions, but opinion questions too! Again, this will show students that this is not about right or wrong, but rather about the excitement of building opinions that can be supported from the text. Praise all your students for their awesome ideas, and get them invested in the THINKING they get to do in your classroom.
    1. Model analyzing a text with the whole classroom, and make sure to ask targeted questions to individual students, but also to ask the whole class “What else?” so it’s clear there are multiple possible answers.
    2. Make sure you are helping students see the purpose of reading by explaining how the text will relate to the unit’s essential questions, and finding some answers to them.
Some resources that can help:

Strategies for helping with reading

BONUS: Great Places to find Meaningful Texts:

What solutions, guidelines, and routines have YOU found to be effective in your classroom when it comes to supporting students in reading texts? Please share below!