55 SHELL EDUCATION PROFESSIONAL RESOURCES 17 © 136447—Short Texts, Big Impact Reading Strategies for Short Texts Core Reading Strategy #1: Annotation Annotation is a tried-and-true method for deepening understanding of text. Mike Schmoker calls annotating a kind of teacher-modeled think-aloud. “Through frequent modeling of reading, underlining, and annotating…we can accelerate the attainment of core intellectual skills by several years,” leaving students “ready to practice [critical reading] themselves alone, then in pairs—with our guidance” (2018, 105). Active readers connect to background knowledge, decode words, encode meaning, grapple with syntax, visualize images, and synthesize elements simultaneously when reading a text. Reading and annotating requires even more multitasking from a reader. This is especially true for striving readers still developing their skills and when students are reading challenging texts for the first time. To support these readers, I explicitly teach annotation in layers, focusing on one thing at a time. Kelly Gallagher calls this first- and second-draft reading (2004). Annotations can be done on any text for any purpose. Perhaps students need to trace the events in the text to show chronology. Perhaps they need to link causes and effects. Students don’t need to annotate a text in its entirety if only some sections prove tricky. The key is working in layers: Readers should look for one thing at a time, returning to the text for a new purpose and using new annotation markings each time. The general process is the same each time so students will become comfortable with the task. We want them to build automaticity with the act of reading and reentering the text in layers. You can change the annotation task based on the demands of the text or the skill of the moment (e.g., plot, figurative language, persuasive elements). I have done annotations to look at techniques as broad as organization and as narrow as pronoun usage. 1. Decide what sections of the text warrant further study. Perhaps it is the most important bit of the text or an especially complicated section. Not every word or sentence needs to be annotated. Consider what would help students unpack the meaning of that section. 2. Provide students with a copy of the text with numbered paragraphs, or have students number the paragraphs before beginning. This allows the class to navigate the text quickly. 3. Have students give the text an initial read. You may opt to read the text aloud or have students read silently. 4. Take a few moments to have students jot down their initial thoughts and reactions. Ask questions such as these: What is the text mainly about? What is the main idea? Skills and Topics for Annotation Layers ■ Summarizing chunks or paragraphs ■ Identifying and distinguishing people (names, pronouns, groups) ■ Locating key events or steps ■ Identifying evidence and reasons ■ Locating figurative language ■ Tracing motifs and symbols ■ Connecting cause to effect Strategies for Culturally and Linguistically Responsive Teaching and Learning Grades K–12 Pub Date: April 2025 Paperback 344 pages Trim Size: 8.5 in. x 11 in. 9798765965559 by Sharroky Hollie Also Available: Culturally and Linguistically Responsive Teaching and Learning Grades K–12 1 © Shell Education Strategies for Culturally and Linguistically Responsive Teaching and Learning—152468 INTRODUCTION Let’s Go Swimming: Dive into the Pool of Cultural Responsiveness The primary purpose of this book is to make clear the process for diving into the pool of cultural responsiveness, using the teaching skills necessary to be culturally and linguistically responsive (CLR). I use the metaphor of a pool because I liken the process of becoming culturally responsive to learning how to swim. (I was inspired by the swim lessons of my twin daughters, Biko and Zora.) At their swim school, there are five swim levels, with a set of discrete skills for each level. The pre-beginner level is an Emerger, which means standing on the side of the pool, daring oneself to get in. The top level is a Freestyler, which means you are ready for Olympic competition. (Keep in mind that this is all being interpreted by a non-swimmer, me.) These swimming levels are a perfect way to look at the infusion or implementation of the culturally and linguistically responsive pedagogy into instruction. Thus, I borrowed the labels from the swim school and created five infusion levels for becoming CLR. Continuum of Infusion Levels Emerger Splasher/ High Splasher Floater/High Floater Kicker Freestyler Number of CLR Instructional Areas (1–4) One Area: Management Vocabulary Literacy + Language One Area: Management Vocabulary Literacy + Language Two Areas: Management Vocabulary Literacy + Language Three Areas: Management Vocabulary Literacy + Language Four Areas: Management Vocabulary Literacy + Language Quantity 1–2 CLR activities 3–5 CLR activities 6–7 CLR activities 8–9 CLR activities 10–12 CLR activities Quality Minimal fidelity + accuracy Some fidelity + accuracy Fidelity + accuracy Strong fidelity + accuracy Strong fidelity + accuracy Strategy Does not VA/ BB with intent and purpose Attempts to VA/BB with intent and purpose VA/BBs with clear intent and purpose VA/BBs with intent, purpose, and juxtaposition VA/BBs with intent, purpose, and juxtaposition The quantity of CLR activities implemented for each level is based on observing teachers in hundreds of classrooms. Floaters and above move beyond using only management or engagement activities (Section 1). Each infusion level increases your instructional activity in cultural Be prepared to respond to a wide range of potentially tough questions and sensitive concerns posed by young children. · Provides guidance on how to approach specific topics related to family, illness and death, social issues, and upheaval and violence · Fully based in developmentally appropriate practice, this book helps educators support young children in a way that preserves their dignity and innocence when they encounter world and social events in addition to honoring the family’s preferred approach · Empowers educators and families to answer sensitive or tough questions children pose, respond to their worries and concerns, and be prepared for an ongoing dialogue Effecting Change for Culturally and Linguistically Diverse Learning Pub Date: July 2021 Paperback 256 pages Trim Size: 7.33 in. x 9.25 in. 9781087648842 by Almitra Berry Learn how to close the provision gap for culturally and linguistically diverse learners. · Identify and address provision gaps using a data-driven framework that supports culturally and linguistically diverse learners. · Implement effective, research-based instructional practices and small-group interventions to improve academic achievement for all students. · Analyze and monitor curriculum effectiveness using practical tools such as planning templates, data analysis forms, and reflective questions.
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