![]() ![]() Because our copier machine has been broken for two weeks, I used the ScannerPro app and then exported the PDFs of the passages to Evernote for printing. Just as I did with Darryl, I made copies of the passages on colored paper and then affixed them to large sheets of butcher paper. At the end of each period, Emily sent those down to the media center along with a roster of groups she selected to help us organize for Friday. Most students chose something in the middle about a paragraph or so in length. Some students chose brief and specific passages others chose large extended sections spanning 2-3 pages. On Thursday, students used the same template we used with Darryl’s classes to have students identify a passage that stood out to them as well as questions they had about that chunk of text. Emily did this with her three classes at the beginning of the week before coming down to the media center on Friday to do the write around text on text. This can then be followed-up with small group discussion about the ideas and points they wrote on paper before moving to a large group share. Depending on how many people are in a group, this could go back and forth between pairs or you could simply write around the small group until everyone had a chance to respond to each other. You can begin by having students write silently for 3-4 minutes and then swapping letters ( which can be written on notebook paper or large index cards) and writing again for bursts of 3-4 minutes. One of our reflections from our work with Darryl is that we think it would helpful to scaffold the write around text on text strategy by first giving students the opportunity to do the “silent literature circle letters.” In this strategy, students can work in pairs or small groups of 3-4 (no more than 4) to have a conversation about a text or question through timed letter writing. When she came to us for ideas for helping students transact with the text and their peers, we shared some of the strategies from the Daniels workshop as well as the write around text on text strategy we did with Darryl Cicchetti. Emily Russell, a teacher and Language Arts Department Chair we’ve collaborated with regularly this past year, and her students have been reading the memoir The Glass Castle by Jeannette Walls. This past Friday, my fellow librarian Jennifer Lund and I had another opportunity to help facilitate written conversations about texts using the strategies we learned in the Harvey Daniels workshop we attended in December 2013. ![]()
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